Biochemistry educators often rely on external representations to provide working models from which students can construct, evaluate, and revise their internal representations of abstract, non-experiential cellular events. However, it is unclear how students perceive and interpret these representations and what students actually learn from these representations. In this presentation, we will discuss our use of Variation Theory to explore what biochemistry students learn from common external representations of protein translation and the some of the implications of this information for ongoing research about external representations.

What do biochemistry students learn from some common external representations of protein translation?

245th National Meeting (2013)

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