A prevalent issue in biochemistry education is that students display fragmented knowledge of the biochemical concepts learned when asked to illustrate their understandings (via drawings, descriptions, analysis, etc.). In science education, educators have traditionally used illustrations to support students’ development of conceptual understanding. However, interpreting a representation is dependent on prior knowledge, ability to decode visual information, and the nature of the representation itself. With a prevalence of studies conducted on visualizations, there is little research with a focus on the students’ interpretation and understanding of carbohydrates and/or glycosidic bonds. This presentation is a continuation of a two-part project, focusing on glycosidic bonds. The aim of this project focuses on how students interpret representations of glycosidic bonds. This study offers a description of undergraduate students’ understanding and interpretation using semi-structured interviews through Grounded Theory and the Resources Frameworks. Preliminary data suggests that students have different combinations of (low or high) accuracy and productivity for interpreting and illustrating glycosidic bonds. More effective teaching strategies can be designed to assist students in developing expertise in proper illustrations and guide their thought process in composing proper explanations in relation to and/or presence of illustrations.

Undergraduate students' understanding and interpretation of glycosidic bonds

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