Understanding the relationship between macromolecular structure and function is a core learning outcome in nearly all biochemistry courses. However, students who are sitting in the same class, who have access to the same instructional materials, can come to understand this relationship differently. Our study adds to the current literature on student conceptions of the relationship between macromolecular structure and function by examining and describing student conceptions of G protein structure and function. We adopted variation theory as our theoretical framework. In this case, the focus is on different aspects of G protein structure and function. We explore two research questions: 1) What are the different aspects of G protein structure and function that students pay attention to when expressing their conception? And 2) What are some similarities and differences between student conceptions of G protein and established scientific knowledge about G protein? Semi-structured clinical interviews were conducted and recorded. Audio recordings were transcribed and inductively coded for emergent categories of student conceptions, and these categories of student conceptions were then compared to established scientific knowledge. Our findings describe possible alternative conceptions that students might have about G protein function. These insights can inform biochemistry instructors and help instructors develop pedagogical content knowledge about G protein structure and function.

Undergraduate biochemistry students’ conceptions of G protein function: A qualitative study

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