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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Bridging the educational research-teaching practice gap: Conceptual understanding, part 2: Assessing and developing

Konrad J Schönborn¹, Trevor R Anderson

¹Division of Visual Information Technology and Applications (VITA), Department of Science and Technology (ITN), Linköping University, Norrköping, Sweden.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology

|May 19, 2011

Summary

This study introduces assessment tools for five key facets of conceptual understanding in biochemistry and molecular biology. Explicitly assessing these cognitive skills is crucial for developing expert knowledge in students.

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Area of Science:

Biochemistry and Molecular Biology Education
Cognitive Science in Science Learning

Background:

Conceptual understanding is multifaceted, involving expert and novice knowledge.
Cognitive skills like mindful memorization, integration, transfer, analogical reasoning, and system thinking are essential for constructing conceptual understanding.

Purpose of the Study:

To present instruments for assessing and developing five facets of conceptual understanding.
To advocate for the explicit assessment of these facets in biochemistry and molecular biology curricula.

Main Methods:

Development and presentation of assessment instruments.
Focus on cognitive skills: mindful memorization, integration, transfer, analogical reasoning, and system thinking.

Main Results:

Examples of instruments targeting specific facets of conceptual understanding are provided.
The study highlights the link between cognitive skills and expert knowledge construction.

Conclusions:

Explicitly assessing the five facets of conceptual understanding is vital for student learning.
Implementing these assessments can enhance the development of expert knowledge in biochemistry and molecular biology.