Levkovich Ohad, Yarden Anat
Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel.
Biochem Mol Biol Educ. 2021 Nov;49(6):917-925. doi: 10.1002/bmb.21576. Epub 2021 Sep 6.
The use of a molecular viewer to visualize proteins has become more prevalent in high schools in recent years. We relied on the foundations of two theoretical frameworks to analyze questions in two learning tasks designed for 10th- to 12th-grade biotechnology majors that make use of Jmol. The two theoretical frameworks were: (i) classification of scientific knowledge into content, procedural, and epistemic knowledge; and (ii) evaluation of the cognitive skills central to visual literacy in biochemistry. During the analysis, two sub-elements of procedural knowledge emerged from the data: (i) the visualization of molecular models, and (ii) the use of Jmol software features. Based on the theoretical frameworks and data analysis, we suggest a conceptualization of learning about proteins using a molecular viewer, where the scientific knowledge elements are integrated with the eight cognitive skills central to visual literacy in biochemistry. In addition, a model presenting a hierarchy for the knowledge elements and sub-elements is suggested. In this model, content knowledge is a basic requirement; without it, the other knowledge elements cannot be used. Moreover, the use of epistemic knowledge or Jmol software features is not possible without visualization of the molecular models, which requires content knowledge. This conceptualization is expected to facilitate the development of learning tasks, decrease the complexity of knowledge acquisition for students; it may also assist the teacher during the teaching process.
近年来，使用分子查看器来可视化蛋白质在高中阶段变得越来越普遍。我们依靠两个理论框架的基础，来分析为10至12年级生物技术专业学生设计的两项利用Jmol的学习任务中的问题。这两个理论框架是：（i）将科学知识分类为内容知识、程序知识和认知知识；（ii）评估生物化学中视觉素养核心的认知技能。在分析过程中，从数据中出现了程序知识的两个子元素：（i）分子模型的可视化，以及（ii）Jmol软件功能的使用。基于理论框架和数据分析，我们提出了一种使用分子查看器学习蛋白质的概念化方法，其中科学知识元素与生物化学中视觉素养核心的八项认知技能相结合。此外，还提出了一个展示知识元素和子元素层次结构的模型。在这个模型中，内容知识是基本要求；没有它，其他知识元素就无法使用。此外，如果没有分子模型的可视化，就无法使用认知知识或Jmol软件功能，而这需要内容知识。这种概念化预计将促进学习任务的开发，降低学生获取知识的复杂性；它还可能在教学过程中帮助教师。
