There have been a number of publications exploring the various applications of creative exercises in the last decade. The purpose of these exercises has been to promote connections in students’ understandings of prior knowledge with new concepts introduced in a course. The general consensus amongst publications has been that the open nature of the exercises could be the key to promoting such connections. While there is ample evidence that such conceptions between prior and current knowledge have occurred through the application of creative exercises in undergraduate chemistry, the manner by which these connections were made has remained a mystery to the community. Therefore, this study seeks to close this gap in our understanding of creative exercises via an analysis of the protocol employed by undergraduate students from a beginning biochemistry course as they go about solving creative exercises. This analysis was achieved by examining the data collected from semi structured think aloud interviews in which the students solved a set number of creative exercises.

Exploring student approaches to creative exercises in undergraduate biochemistry

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.