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Updated: Feb 3, 2026
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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Student difficulties during structure-function problem solving
Stephanie M Halmo1, Cheryl A Sensibaugh1, Kush S Bhatia1
1Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, 30602.
Summary
Students’ understanding of protein structure-function relies on both general and specific knowledge. Difficulties with amino acids and noncovalent interactions highlight areas for improved biochemistry instruction.
Area of Science:
- Biochemistry
- Molecular Biology
- Science Education
Background:
- Protein structure-function relationships are fundamental to biochemistry.
- Understanding how students solve problems in this area is crucial for effective teaching.
Purpose of the Study:
- To investigate undergraduate students' problem-solving strategies for protein structure-function.
- To identify differences in domain-general and domain-specific knowledge use in correct and incorrect solutions.
Main Methods:
- Think-aloud interviews with 13 undergraduate students.
- Qualitative content analysis of problem-solving approaches.
Main Results:
- Students utilized both domain-general and domain-specific knowledge.
- Identified student difficulties included the amino acid backbone, amino acid categorization, and understanding noncovalent interactions.
- Differences in knowledge application correlated with solution correctness.
Conclusions:
- Student success in protein structure-function problems depends on integrated domain knowledge.
- Instructional materials should address specific student misconceptions regarding amino acids and noncovalent bonding to enhance problem-solving skills.
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