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Assessing recall, conceptualization, and transfer ...

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Assessing recall, conceptualization, and transfer capabilities of novice biochemistry students' across learning style preferences as revealed by self-explanations

Name:Personal
Hilsenbeck-Fajardo, Jacqueline Role :Text(marcrelator)
creator

Name:Personal
Suits, Jerry P Role :Text(marcrelator)
thesis advisor

Name:Personal
Hyslop, Richard M Role :Text(marcrelator)
thesis advisor

Name:Personal
Pacheco, Kimberly AO Role :Text(marcrelator)
thesis advisor

Name:Personal
Falvo, David A Role :Text
committee member

Name:Personal
Karinlaw, Peter Role :Text
committee member

Name:Corporate
Chemistry Role :Text(marcrelator)
sponsor

Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor

typeOfResource
text genre(marcgt)
Thesis
Origin Information Place

University of Northern Colorado (keyDate="yes")
2009-08 Place :Text
Greeley (Colo.)
2009-08

Language :Text
English

Physical Description
215 pages
born digital

abstract
The research described herein is a multi-dimensional attempt to measure student's abilities to recall, conceptualize, and transfer fundamental and dynamic protein structure concepts as revealed by their own diagrammatic (pictorial) representations and written self-explanations. A total of 120 participants enrolled in a `Fundamentals of Biochemistry' course contributed to this mixed-methodological study. The population of interest consisted primarily of pre-nursing and sport and exercise science majors. This course is typically associated with a high (<30%) combined drop/failure rate, thus the course provided the researcher with an ideal context in which to apply novel transfer assessment strategies. In the past, students within this population have reported very little chemistry background. In the following study, student-generated diagrammatic representations and written explanations were coded thematically using a highly objective rubric that was designed specifically for this study. Responses provided by the students were characterized on the macroscopic, microscopic, molecular-level, and integrated scales. Recall knowledge gain (i.e., knowledge that was gained through multiple-choice questioning techniques) was quantitatively correlated to learning style preferences (i.e., high-object, low-object, and non-object). Quantitative measures revealed that participants tended toward an object (i.e., snapshot) -based visualization preference, a potentially limiting factor in their desire to consider dynamic properties of fundamental biochemical contexts such as heat-induced protein denaturation. When knowledge transfer was carefully assessed within the predefined context, numerous misconceptions pertaining to the fundamental and dynamic nature of protein structure were revealed. Misconceptions tended to increase as the transfer model shifted away from the context presented in the original learning material. Ultimately, a fundamentally new, novel, and unique measure of knowledge transfer was developed as a main result of this study. It is envisioned by the researcher that this new measure of learning is applicable specifically to physical and chemical science education-based research in the form of deep transfer on the atomic-level scale. note
Subject
Biochemistry
Deep Transfer
Knowledge Transfer
Learning Styles
Near Transfer
Nursing Education
Self Explanations

Related Item :series

Related Item :thesis(displayLabel="Degree Type")
doctoral

Related Item :thesis(displayLabel="Degree Name")
Ph.D.

identifier:Local
HilsenbeckFajardo_unco_0161N_10016.pdf
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http://hdl.handle.net/10176/cogru:107

accessCondition:useAndReproduction
Copyright is held by the author.
Record Information languageOfCataloging :Text(ISO639-2B)
English :Code(ISO639-2B)
eng

note:admin
 note:bibliography
 note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject

Subject

Subject Name:Personal

Subject Name:Corporate

Subject

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Title Information:Alternative


Subject
Science Education