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Bridging the Educational Research-Teaching Practice Gap - Conceptual understanding, Part 2: Assessing and developing student knowledge
Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.ORCID iD: 0000-0001-8888-6843
University of KwaZulu-Natal.
2008 (English)In: Biochemistry and molecular biology education, ISSN 1470-8175, E-ISSN 1539-3429, Vol. 36, no 5, 372-379 p.Article in journal (Refereed) Published
Abstract [en]

The first paper in this two-part miniseries on conceptual understanding discussed expert and novice conceptual knowledge, the multifaceted nature of conceptual understanding, and the cognitive skills essential for constructing it. This second article presents examples of instruments for the assessment and development of five facets of conceptual understanding that require competence in the cognitive skills of mindful memorization, integration, transfer, analogical reasoning, and system thinking. We also argue for the importance of explicitly assessing these facets of conceptual understanding as part of all biochemistry and molecular biology curricula so as to develop expert knowledge in our students.

Place, publisher, year, edition, pages
2008. Vol. 36, no 5, 372-379 p.
Keyword [en]
Assessment tasks, measuring and developing conceptual understanding, cognitive skills, meaningful learning
National Category
Engineering and Technology
URN: urn:nbn:se:liu:diva-43498DOI: 10.1002/bmb.20230Local ID: 73966OAI: diva2:264357
All issues of BAMBED become freely available after a two-year holdAvailable from: 2010-09-20 Created: 2009-10-10 Last updated: 2015-06-02Bibliographically approved

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