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In this exploratory case study, we consider how students in an undergraduate biochemistry class engaged in the process of argumentation within an inquiry-oriented learning environment to investigate a chemical mechanism in a particular part of the tricarboxylic acid cycle. Audio/video recordings of student groups during the mechanism discussion were analyzed in a coordinated fashion using three coding frameworks. The first framework examined students' pattern of argumentation using Toulmin's Argumentation Pattern model, the second coded the interactions for discursive moves using the Inquiry-Oriented Discursive Moves framework, and the final analysis phase used turn-at-talk counts as a framework to explore how power and authority shift between and among participants in the classroom. This research found that argumentation is supported by structures that provide opportunities for discussion, claims, and rebuttals but that the instructor, acting in nuanced ways through expressions of discursive moves, can also promote or inhibit the argumentative process. We provide suggestions for pedagogical moves in inquiry-oriented classrooms. [ABSTRACT FROM AUTHOR]

In our large-enrollment, introductory biochemistry course for nonmajors, we provide students with formative feedback through practice questions in PDF format. Recently, we investigated possible benefits of providing the practice questions via an online game (Brainspan). Participants were randomly assigned to either the online game group or the PDF-only group. Both groups received identical practice questions and correct/incorrect feedback only, with no additional detail. We believed that the game might increase engagement with the material and improve performance on the examination. However, we found that the exam scores of the two groups did not differ. The attitude of participants toward the practice questions was similar for both formats, with agreement that the questions were appropriate for course objectives and helped in preparation for examinations. However, the game users were less likely to agree that the questions provided useful feedback on learning, suggesting that they had greater expectations for the practice questions delivered as a game. Game users were also more than twice as likely to state that they wanted the other or both formats. [ABSTRACT FROM AUTHOR]

Learner-centered molecular modeling exercises in college science courses can be especially challenging for nonchemistry majors as students typically have a higher degree of anxiety and may not appreciate the relevance of the work. This article describes a learner-centered project given to allied health majors in a Biochemistry course. The project involved building molecular models of imagined protein binding sites for the drug thalidomide. By designing their own sites, students should have a better understanding of how proteins interact with other molecules and that small changes in the three-dimensional structure of the molecule have the potential to reduce interactions with the protein. Surveys suggested that students understood the purpose of the project and its relevance to their careers beyond the Biochemistry course. There was slightly less agreement as to whether this type of project made the material more comprehensible. Nevertheless, there was a significant improvement of final exam scores over previous classes. In addition, students expressed some anxiety over the project prior to and on its initiation. Anxiety was reduced and enthusiasm was greatly improved as the project progressed. Together these findings suggest that a molecular modeling exercise can be successfully introduced to allied health majors to provide spatial reasoning and critical thinking skills. [ABSTRACT FROM AUTHOR]

In an effort to encourages students to read prior coming to class, instructors experiment with new instructional strategies. It is sometimes difficult to anticipate limitations of a strategy within particular classroom environments, or to predict positive side effects for students. This paper describes a team of biochemistry instructors' experience with a new instructional strategy, reading questions, within large-enrollment biochemistry courses. [ABSTRACT FROM AUTHOR]

Presents a case study exercise used in an introductory biochemistry course. Background of the case study; Information on the article `A Comparison of Symptoms After Consumption of Milk of Lactose-Hydrolyzed Milk by People with Self-Reported Lactose Intolerance,' from the `The New England Journal of Medicine'; Case analysis.

Focuses on a teaching approach integrating cell biology and biochemistry. Rationale for learning communities; Interdependence of scientific disciplines; Integrated laboratory; Considerations in curriculum design.

Discusses a classroom demonstration that uses simple fruit and vegetable spoilage biochemistry principles to teach scientific reasoning skills. Information on the preservation of plant-based foods; Preparations to be made before the demonstration; Importance of introducing some information about the role of metabolism in maintaining the homeostasis of most organisms.