ArticleCBE life sciences education2021
Design and Implementation of a Tool to Assess Students' Understanding of Metabolic Pathways Dynamics and Regulation.
Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Metabolic Supercharging: Active Learning Strategies for Increasing Student Engagement With Metabolism.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyPooled it
- Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses.CBE life sciences education · 2024Article
- Development and Validation of a Four-Tier Test for the Assessment of Secondary School Students' Conceptual Understanding of Amino Acids, Proteins, and Enzymes.Research in science education · 2023Article
- Putting the Pieces Together: Student Thinking about Transformations of Energy and Matter.CBE life sciences education · 2022Article
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Metabolic systems form the very foundation of life and as such are broadly taught in the molecular life sciences. Here, we describe the biochemistry educator community-based development and use of an assessment instrument designed to evaluate students' ideas about metabolic pathway dynamics and regulation in undergraduate biochemistry courses. Analysis of student responses showed that most students were able to interpret visual representations in an unfamiliar metabolic pathway and that many could make basic predictions about how the system would be expected to respond to changes. However, fewer students generated nuanced responses that accounted for both microscopic changes at the protein level and macroscopic changes in pathway product outputs. These findings identify some of the challenges of meaningfully assessing students' understanding of metabolic pathways and could inform how instructors think about teaching and assessing metabolism in undergraduate biochemistry and beyond. The results also suggest future avenues for biochemistry education research.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.