Using a teaching-learning sequence (TLS), based on a physical model, to develop students' understanding of self-assembly
2011 (English)In: Authenticity in Biology Education: Benefits and Challenges / [ed] Yarden, A & Carvalho, G. S., Braga, Portugal: CIEC, Universidade do Minho , 2011, 67-77 p.Conference paper (Other academic)
Self-assembly is a biological process in which free subunits combine to form molecular complexes. Despite being considered one of the ‘big ideas’ in molecular life sciences, only limited education research has been performed on this topic. The objectives of this study were to investigate students’ learning of self-assembly in an authentic learning environment: a teaching-learning sequence (TLS). Twenty third-year biochemistry students in South Africa participated in the study. The TLS included a tutorial exercise with a physical model of a poliovirus capsid. A mixed-methods approach was employed to collect qualitative and quantitative data from interviews and written pre- and post-tests. A significant improvement in test scores was found, and it was observed that the TLS could support students’ understanding of self-assembly. Some conceptual and visualization difficulties were also identified. Using the model in a TLS was associated with positive attitudes and engagement among the participants.
Place, publisher, year, edition, pages
Braga, Portugal: CIEC, Universidade do Minho , 2011. 67-77 p.
external representation, interactive learning, post-secondary education, learning difficulties, molecular interactions
IdentifiersURN: urn:nbn:se:liu:diva-75234ISBN: 978-972-8952-19-8OAI: oai:DiVA.org:liu-75234DiVA: diva2:505019
VIIIth Conference of European Researchers in Didactics of Biology (ERIDOB), 13-17 July, 2010, Braga, Portugal