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Proceedings of the National Academy of Sciences of the United States of America·2020
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Related Experiment Video

Updated: Jul 26, 2025

Functional Complementation Analysis FCA: A Laboratory Exercise Designed and Implemented to Supplement the Teaching of Biochemical Pathways
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Formative assessment and student understanding of structure-function.

Kelli P Carter1, Luanna B Prevost2

  • 1Department of Biological Sciences, Pasco-Hernando State College, Dade City, Florida, United States.

Advances in Physiology Education
|June 22, 2023
PubMed
Summary
This summary is machine-generated.

Students struggle with the structure-function relationship in physiology. Formative assessments with varied contexts, like scenarios, better reveal student understanding of this core concept.

Keywords:
formative assessmentfunctionstructure

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Area of Science:

  • Physiology Education
  • Core Concept Understanding
  • Structure-Function Relationship

Background:

  • The structure-function relationship is a fundamental concept in physiology.
  • Prior research indicates this concept is challenging for students to grasp.
  • Formative written assessments, like short answer questions, help gauge student comprehension.

Purpose of the Study:

  • To investigate student understanding of the structure-function relationship in physiology.
  • To explore how varying question contexts (scenario vs. non-scenario) impact student responses.
  • To inform the design of effective formative assessments in anatomy and physiology.

Main Methods:

  • Administered short answer questions on structure-function to students in General Physiology and Human Anatomy and Physiology courses.
  • Questions covered integumentary, muscular, digestive, and cardiovascular systems.
  • Scored responses using conceptual rubrics and conducted student interviews to validate thinking.

Main Results:

  • Less than half of student responses demonstrated a conceptual understanding of the structure-function relationship.
  • Student conceptual understanding varied significantly based on question context (scenario vs. non-scenario).
  • Scenario-based questions provided different insights into student thinking compared to non-scenario questions.

Conclusions:

  • Instructors should utilize formative assessments with diverse question contexts to capture heterogeneous student ideas.
  • Understanding the structure-function relationship is crucial for building foundational knowledge in physiology.
  • Findings support the development of targeted formative assessments to improve student learning of core physiological concepts.