Integration of a Flipped Classroom Module with a Peer-Learning Laboratory Exercise to Encourage Deeper Learning of Protein Structure

 

Isabelle H. Barrette-Ng & Miguel Torres

Tested Studies in Laboratory Teaching, 2016, Volume 37

Abstract

In introductory biochemistry courses, some of the traditional approaches commonly used to teach the basic principles of protein structure can lead to the development of misconceptions. Because it is difficult to convey concepts on three-dimensional structure through textbook readings and traditional lectures, a flipped classroom module that included podcasts, movies and interactive graphics software and in-class peer-learning assignments was originally introduced. Although this module seemed effective for teaching some concepts and clarifying some misconceptions, many students still appeared to have a fragmented and superficial understanding of key principles of protein structure. To rectify this limitation, a peer-learning laboratory exercise was developed based on an exercise published by Loertscher et al. (2014) to complement the flipped classroom module. It was introduced to a large-enrollment introductory biochemistry course with an average enrollment of 500 students. In the laboratory exercise, students carefully studied different one-dimensional representations of α-helices and β-strands in combination with three-dimensional physical models they could handle and examine. The three-dimensional models of the α-helices and β-strands were obtained from 3-D Molecular Designs (Alpha Helix-Beta Sheet Construction Kit) and from Carolina (Molymod® Protein Alpha Helix Set, Item #840205).

Keywords:  protein structure

Boston University (2015)