Teaching Metabolism in Upper-Division Undergraduate Biochemistry Courses using Online Computational Systems and Dynamical Models Improves Student Performance
| Autor: | Brian A. Couch, Rebecca Roston, Achilles Rasquinha, Michelle Howell, Ales Saska, Christine S. Booth, Resa M Helikar, Changsoo Song, Sharmin M. Sikich, Karin V. van Dijk, Tomáš Helikar |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Male
Computer science Process (engineering) lac operon regulation General Essays and Articles education Sexism biological systems Affect (psychology) Biochemistry General Biochemistry Genetics and Molecular Biology Education 03 medical and health sciences learning modules Gender bias Humans Learning Learning gain Cognitive skill Students 030304 developmental biology 0303 health sciences Teaching 05 social sciences Educational technology 050301 education Articles Test (assessment) Dynamic models Metabolic regulation Female Comprehension 0503 education |
| Zdroj: | CBE Life Sciences Education |
| ISSN: | 1931-7913 |
| Popis: | Understanding metabolic function requires knowledge of the dynamics, interdependence, and regulation of metabolic networks. However, multiple professional societies have recognized that most undergraduate biochemistry students acquire only a surface-level understanding of metabolism. We hypothesized that guiding students through interactive computer simulations of metabolic systems would increase their ability to recognize how individual interactions between components affect the behavior of a system under different conditions. The computer simulations were designed with an interactive activity (i.e., module) that used the predict-observe-explain model of instruction to guide students through a process in which they iteratively predict outcomes, test their predictions, modify the interactions of the system, and then retest the outcomes. We found that biochemistry students using modules performed better on metabolism questions compared with students who did not use the modules. The average learning gain was 8% with modules and 0% without modules, a small to medium effect size. We also confirmed that the modules did not create or reinforce a gender bias. Our modules provide instructors with a dynamic, systems-driven approach to help students learn about metabolic regulation and equip students with important cognitive skills, such as interpreting and analyzing simulation results, and technical skills, such as building and simulating computer-based models. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|