Scripps VIVO scripps research logo

  • Index
  • Log in
  • Home
  • People
  • Organizations
  • Research
  • Events
Search form
As of April 1st VIVO Scientific Profiles will no longer updated for faculty, and the link to VIVO will be removed from the library website. Faculty profile pages will continue to be updated via Interfolio. VIVO will continue being used behind the scenes to update graduate student profiles. Please contact helplib@scripps.edu if you have questions.
How to download citations from VIVO | Alternative profile options

Student learning about biomolecular self-assembly using two different external representations

Academic Article
uri icon
  • Overview
  • Identity
  • Additional Document Info
  • View All
scroll to property group menus

Overview

authors

  • Host, G. E.
  • Larsson, C.
  • Olson, Arthur
  • Tibell, L. A. E.

publication date

  • September 2013

journal

  • CBE-Life Sciences Education  Journal

abstract

  • Self-assembly is the fundamental but counterintuitive principle that explains how ordered biomolecular complexes form spontaneously in the cell. This study investigated the impact of using two external representations of virus self-assembly, an interactive tangible three-dimensional model and a static two-dimensional image, on student learning about the process of self-assembly in a group exercise. A conceptual analysis of self-assembly into a set of facets was performed to support study design and analysis. Written responses were collected in a pretest/posttest experimental design with 32 Swedish university students. A quantitative analysis of close-ended items indicated that the students improved their scores between pretest and posttest, with no significant difference between the conditions (tangible model/image). A qualitative analysis of an open-ended item indicated students were unfamiliar with self-assembly prior to the study. Students in the tangible model condition used the facets of self-assembly in their open-ended posttest responses more frequently than students in the image condition. In particular, it appears that the dynamic properties of the tangible model may support student understanding of self-assembly in terms of the random and reversible nature of molecular interactions. A tentative difference was observed in response complexity, with more multifaceted responses in the tangible model condition.

subject areas

  • Biochemistry
  • Educational Measurement
  • Learning
  • Macromolecular Substances
  • Students
  • Sweden
  • Teaching
  • Temperature
  • Writing
scroll to property group menus

Identity

PubMed Central ID

  • PMC3763014

International Standard Serial Number (ISSN)

  • 1931-7913

Digital Object Identifier (DOI)

  • 10.1187/cbe.13-01-0011

PubMed ID

  • 24006395
scroll to property group menus

Additional Document Info

start page

  • 471

end page

  • 482

volume

  • 12

issue

  • 3

©2022 The Scripps Research Institute | Terms of Use | Powered by VIVO

  • About
  • Contact Us
  • Support