Ealy Julie B
Chemistry Department, Penn State Lehigh Valley, Center Valley, Pennsylvania.
Biochem Mol Biol Educ. 2018 Nov;46(6):634-643. doi: 10.1002/bmb.21183.
An assessment was developed using entries from the macromolecular Crystallographic Information File that was given to students in an upper level bioinformatics class at the end of the semester during a 2½ hour time period. Although all students completed the same questions, they were assessed on an individual protein they had worked on during the semester in the situated learning of the classroom as they completed computer-based tutorials and exercises using internet sources. The students' difficulties with the external representation of their protein were: not following directions, not understanding how to use the computational software, or a lack of knowledge about their protein. The students also were required to answer questions that required biochemical knowledge. The difficulties they experienced during the assessment can be attributed to factors, such as, their reasoning ability, understanding of the concepts, and the external representations of their protein. © 2018 International Union of Biochemistry and Molecular Biology, 46(6):634-643, 2018.
利用大分子晶体学信息文件中的条目开发了一项评估，该评估在学期末的2.5小时内提供给生物信息学高级课程的学生。尽管所有学生都回答相同的问题，但根据他们在本学期课堂情境学习中所研究的单个蛋白质进行评估，当时他们使用互联网资源完成基于计算机的教程和练习。学生在其蛋白质外部表示方面遇到的困难包括：不遵循指示、不理解如何使用计算软件或对其蛋白质缺乏了解。学生还被要求回答需要生化知识的问题。他们在评估过程中遇到的困难可归因于多种因素，如推理能力、对概念的理解以及其蛋白质的外部表示。© 2018国际生物化学与分子生物学联盟，46(6):634 - 643, 2018。
