APA
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Halmo, S. M., Sensibaugh, C. A., Bhatia, K. S., Howell, A., Ferryanto, E., Choe, B., … Lemons, P. P. (2018). Student difficulties during structure–function problem solving. Biochemistry and Molecular Biology Education.
Chicago/Turabian
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Halmo, Stephanie M., Cheryl A. Sensibaugh, Kush S Bhatia, A. Howell, Ersta Ferryanto, Bryant Choe, Kaitlin Kehoe, Morgan Watson, and Paula P. Lemons. “Student Difficulties during Structure–Function Problem Solving.” Biochemistry and Molecular Biology Education (2018).
MLA
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Halmo, Stephanie M., et al. “Student Difficulties during Structure–Function Problem Solving.” Biochemistry and Molecular Biology Education, 2018.
BibTeX Click to copy
@article{stephanie2018a,
title = {Student difficulties during structure–function problem solving},
year = {2018},
journal = {Biochemistry and Molecular Biology Education},
author = {Halmo, Stephanie M. and Sensibaugh, Cheryl A. and Bhatia, Kush S and Howell, A. and Ferryanto, Ersta and Choe, Bryant and Kehoe, Kaitlin and Watson, Morgan and Lemons, Paula P.}
}
Protein structure–function is a key concept in biochemistry. We used the perspective of domain‐specific problem‐solving to investigate students’ solutions to a well‐defined protein structure–function problem. We conducted think‐aloud interviews with 13 undergraduate students and performed qualitative content analysis to examine the differences in the domain‐general and domain‐specific knowledge among correct and incorrect solutions. Our work revealed that students used domain‐general and domain‐specific knowledge in their problem solving. We also identified difficulties for students with the amino acid backbone, amino acid categorization, and causal mechanisms of noncovalent interactions. Using the identified difficulties, we make recommendations for the design of instructional materials targeted to improve protein structure–function problem solving in the biochemistry classroom. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):453–463, 2018.
