Conceptual understanding of subject matter is important for success and independent problem-solving in science. Prior research and common sense suggests that retention of concepts from previous courses helps students as they take advanced course-work.  While this may be obvious to some extent, it remains to be seen how much previous knowledge students can retain- and- how well the concepts have been covered in the introductory classes. Specifically, it is important to understand the different dynamics of faculty expectations and student perceptions about an advanced course and the pre-requisite knowledge essential for developing conceptual understanding. This presentation aims to report the findings of a multi-semester study done to determine the �big ideas� in Biochemistry and the pre-requisite knowledge for success in advanced coursework. Additionally, the similarities and differences between faculty expectations and student perceptions are highlighted. These findings are then used to suggest curricular interventions to enhance conceptual understanding.

Curriculum changes for enhanced conceptual understanding in Biochemistry

243rd National Meeting (2012)

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