Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing AssignmentClick to copy article linkArticle link copied!
- Solaire A. Finkenstaedt-QuinnSolaire A. Finkenstaedt-QuinnDepartment of Chemistry, University of Michigan, Ann Arbor, Michigan48109-1055, United StatesMore by Solaire A. Finkenstaedt-Quinn
- Nicholas F. GarzaNicholas F. GarzaDepartment of Chemistry, University of Michigan, Ann Arbor, Michigan48109-1055, United StatesMore by Nicholas F. Garza
- Catherine A. WilhelmCatherine A. WilhelmDepartment of Chemistry, University of Michigan, Ann Arbor, Michigan48109-1055, United StatesMore by Catherine A. Wilhelm
- Kristin S. KoutmouKristin S. KoutmouDepartment of Chemistry, University of Michigan, Ann Arbor, Michigan48109-1055, United StatesMore by Kristin S. Koutmou
- Ginger V. Shultz*Ginger V. Shultz*Email: [email protected]Department of Chemistry, University of Michigan, Ann Arbor, Michigan48109-1055, United StatesMore by Ginger V. Shultz
Abstract
With the highly interdisciplinary nature of biochemistry, and the diverse range of students taking introductory biochemistry courses, it can be difficult to incorporate authentic applications of course content that appeal broadly to students. However, it is important to engage students‘ learning at the affective level. One mode to achieve this goal is by incorporating assignments that support students in identifying the relevance of course content and the skills they are learning. In this study we incorporated an assignment that placed students in the role of science communicators, where they attended a research seminar and then wrote a summary of the research, connecting it to course content. We interviewed students about their experiences with the assignment to identify the ways in which it appealed to them affectively and influenced their perceived learning. Our results indicate that both components supported students to identify the relevance of biochemistry on a personal and societal level, as well as supported students’ perceived understanding of biochemistry concepts. Thus, incorporating assignments that encourage students to build their own connections with biochemistry content can be beneficial to their affective learning.
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This article is cited by 5 publications.
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- Field M. Watts, Solaire A. Finkenstaedt-Quinn, Ginger V. Shultz. Examining the role of assignment design and peer review on student responses and revisions to an organic chemistry writing-to-learn assignment. Chemistry Education Research and Practice 2024, 25
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, 721-741. https://doi.org/10.1039/D4RP00024B
- Safron L. Milne, Solaire A. Finkenstaedt-Quinn, Nicholas F. Garza, Steven C. Zimmerman, Ginger V. Shultz. Capturing students' identification of the relevance of organic chemistry in writing. Chemistry Education Research and Practice 2024, 25
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