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Undergraduate Performance in Solving Ill-Defined Biochemistry Problems.

Cheryl A Sensibaugh1, Nathaniel J Madrid2, Hye-Jeong Choi3

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Summary
This summary is machine-generated.

Graduating biochemistry students struggle with designing scientific investigations, though they can evaluate data and reflect on solutions. This study assessed scientific problem-solving skills in higher education.

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Area of Science:

  • Biochemistry Education
  • Scientific Skill Assessment

Background:

  • Growing interest in assessing scientific process skills.
  • Need for effective measurement of higher-order learning in science.

Purpose of the Study:

  • Evaluate scientific problem-solving performance of graduating biochemistry majors.
  • Validate and apply the Individual Problem Solving Assessment (IPSA).

Main Methods:

  • Mixed-methods study using multiple versions of the IPSA.
  • Quantitative and qualitative analysis of student responses.
  • Administered to graduating biochemistry majors.

Main Results:

  • Graduates succeeded in evaluating data and reflecting on solutions.
  • Significant challenges identified in designing investigations aligned with hypotheses.
  • Performance varied across the five IPSA domains.

Conclusions:

  • Biochemistry graduates demonstrate specific strengths and weaknesses in scientific problem-solving.
  • Identified areas for pedagogical improvement in science education.
  • Results inform curriculum development for scientific inquiry skills.