Camryn Peirce

Mastery of concepts and skills is a goal of molecular life science educators. Even with the identification of biochemical threshold and foundation concepts and skills this endeavor continues to challenge undergraduate educators of these courses. The novel, abstract concepts and skills require students to assimilate new knowledge with pre-existing notions from biology and chemistry courses. In order to assimilate this knowledge, cognitive load theory suggests that students use pre-existing schemas to fit this new knowledge onto the framework of what they already know. Extraneous cognitive load can interrupt this process by overwhelming working memory. Furthermore, misconceptions developed along the way increase cognitive load and interrupt the mental framework, making it difficult for students to master course material. In the field of biochemistry, little research exists on how students understand and learn about the Biochemical pathway dynamics and regulation threshold concept. Using a three-phase single interview technique (3-PSIT), a nonempirical pilot study was conducted with students who had completed an undergraduate biochemistry I course. This method of interviewing probes the students' knowledge by creating cognitive dissonance using visual representations. Preliminary inductive content analysis of the transcribed text from this pilot study identified patterns and categories of (mis)conceptions among students. Subsequently, student responses were collected from assessments developed based on the pilot study. Further patterns of (mis)understanding were identified in regards to pathway regulation. The information gathered here enables development of learning assessments and pedagogical techniques to better teach the complex concepts surrounding biochemical pathway regulation and improve student understanding.