Results of a National Survey of Biochemistry Instructors to Determine the Prevalence and Types of Representations Used during Instruction and Assessment

Autor/inn/en	Linenberger, Kimberly J.; Holme, Thomas A.
Titel	Results of a National Survey of Biochemistry Instructors to Determine the Prevalence and Types of Representations Used during Instruction and Assessment
Quelle	In: Journal of Chemical Education, 91 (2014) 6, S.800-806 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed400201v
Schlagwörter	Biochemistry; Teacher Surveys; National Surveys; College Faculty; Science Teachers; Visual Aids; Visual Literacy; Needs Assessment; Multivariate Analysis; Science Instruction; College Science; Science Tests; Incidence + Suchen Sie Ihr Suchwort? Biochemie; Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Anschauungsmaterial; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Bedarfsermittlung; Multivariate Analyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Vorkommen
Abstract	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. (As Provided).
Anmerkungen	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: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10