+ Site Statistics
+ Search Articles
+ PDF Full Text Service
How our service works
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ Translate
+ Recently Requested

Bridging the educational research-teaching practice gap: Conceptual understanding, part 1: The multifaceted nature of expert knowledge



Bridging the educational research-teaching practice gap: Conceptual understanding, part 1: The multifaceted nature of expert knowledge



Biochemistry and Molecular Biology Education 36(4): 309-315



The term "conceptual understanding" has been used rather loosely over the years in educational practice, with a tendency to focus on a few aspects of an extremely complex phenomenon. In this first article of a two-part miniseries on conceptual understanding, we describe the nature of expert (versus novice) knowledge and show how the conceptual understanding of experts is multifaceted in nature requiring competence in a wide range of cognitive skills. We then discuss five such facets of conceptual understanding that require competence in the cognitive skills of memorization, integration, transfer, analogical reasoning, and system thinking. We also argue for the importance of explicitly teaching and assessing such facets of understanding as part of all molecular life science curricula so as to better prepare our students to become experts in the field. Examples of the assessment tasks that can be used to promote the development of multifaceted conceptual understanding in students are presented in Part 2 of this series.

Please choose payment method:






(PDF emailed within 0-6 h: $19.90)

Accession: 051866493

Download citation: RISBibTeXText

PMID: 21591212

DOI: 10.1002/bmb.20209


Related references

Bridging the educational research-teaching practice gap: Conceptual understanding, part 2: Assessing and developing student knowledge. Biochemistry and Molecular Biology Education 36(5): 372-379, 2008

Bridging the educational research-teaching practice gap: The importance of bridging the gap between science education research and its application in biochemistry teaching and learning: Barriers and strategies. Biochemistry and Molecular Biology Education 35(6): 465-470, 2007

Bridging the educational research-teaching practice gap: curriculum development, part 2: becoming an agent of change. Biochemistry and Molecular Biology Education 39(3): 233-241, 2011

Bridging the educational research-teaching practice gap. Curriculum development, Part 1: Components of the curriculum and influences on the process of curriculum design. Biochemistry and Molecular Biology Education 39(1): 68-76, 2011

Bridging the educational research-teaching practice gap: The power of assessment. Biochemistry and Molecular Biology Education 35(6): 471-477, 2007

Bridging the educational research-teaching practice gap: Tools for evaluating the quality of assessment instruments. Biochemistry and Molecular Biology Education 38(1): 51-57, 2010

Bridging the educational research-teaching practice gap: Foundations for assessing and developing biochemistry students' visual literacy. Biochemistry and Molecular Biology Education 38(5): 347-354, 2010

Understanding medicines: conceptual analysis of nurses' needs for knowledge and understanding of pharmacology (Part I). Nurse Education Today 21(4): 266-271, 2001

Twelfth grade students' understanding of oxidation and combustion: using action research to improve teachers' practical knowledge and teaching practice. Research in Science & Technological Education 21(2): 159-175, 2003

Bridging CAM practice and research: teaching CAM practitioners about research methodology. Alternative Therapies in Health and Medicine 10(3): 50-56, 2004

Implementing family nursing: how do we translate knowledge into clinical practice? Part II: The evolution of 20 years of teaching, research, and practice to a Center of Excellence in Family Nursing. Journal of Family Nursing 16(1): 8-25, 2010

Bridging the Gap: establishing the necessary infrastructure and knowledge for teaching and research in neuroscience in Africa. Metabolic Brain Disease 29(2): 217-220, 2014

Bridging the gap between research and practice: teaching the research process. Journal of Nursing Staff Development 2(3): 126, 1986

Understanding the role of knowledge in the practice of expert nephrology nurses in Australia. Nursing and Health Sciences 9(3): 161-167, 2007

Nature of expert knowledge--psychological research. Lijecnicki Vjesnik 128(1-2): 56-60, 2006