ERIC Number: EJ1032440
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 29
Results of a National Survey of Biochemistry Instructors to Determine the Prevalence and Types of Representations Used during Instruction and Assessment
Linenberger, Kimberly J.; Holme, Thomas A.
Journal of Chemical Education, v91 n6 p800-806 Jun 2014
Chemists and chemistry educators have long sought meaningful ways to visualize fundamentally abstract components, such as atoms and molecules, of their trade. As technology has improved, computer-based visualization methods have infused both research and education in chemistry. Biochemistry, in particular, has become highly dependent on ways that large molecular systems can be represented, and how to best focus attention on the most critical aspects of the molecular system. To better understand the current state of educational efforts related to visual literacy, a needs assessment was developed and administered to a national sample of biochemistry instructors at four-year institutions (N = 536) to determine the types of representations used during biochemistry course instruction and assessment. Cluster analysis was conducted on the responses to determine similar usage of representations in both instruction and assessment. A significant difference was determined between the types of representations used by instructors teaching a biochemistry survey course and a yearlong course. Implications of how these findings can influence biochemistry instruction and assessment are discussed.
Descriptors: Biochemistry, Teacher Surveys, National Surveys, College Faculty, Science Teachers, Visual Aids, Visual Literacy, Needs Assessment, Multivariate Analysis, Science Instruction, College Science, Science Tests, Incidence
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: email@example.com; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A