Exploration of Research-Based Classroom Teaching Model in the Teaching of Biochemistry and Molecular Biology

DOI

10.2991/assehr.k.220107.076How to use a DOI?

Keywords

scientific research literacy; research-based classroom teaching model; biochemistry teaching; molecular biology teaching; final exam

Abstract

Our research group practiced a research-based teaching model in the teaching of biochemistry and molecular biology. The influence of this teaching model on students’ final exam score was analyzed. The results showed that in the final exam, the average score of the students taught using the research-based classroom teaching mode was 64.3±10.5 (Mean ± Std) points, which was similar to the score of 64.3±12.2 (Mean ± Std) points of the students taught using the traditional teaching mode (P>0.05). However, there are significant differences in the score of essay questions (P<0.05).The essay questions mainly examine the students’ scientific research literacy, the ability to utilize professional knowledge to analyze and solve problems, the ability to develop logical reasoning, and so on. Therefore, our results indiacate that the research-based classroom teaching model can cultivate and improve students’ scientific research literacy mentioned above and is weathy of promotion and application

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Genliang Li
AU  - Yulian Tang
AU  - Hui Qian
AU  - Lishuang Sun
AU  - Shu Li
PY  - 2022
DA  - 2022/01/20
TI  - Exploration of Research-Based Classroom Teaching Model in the Teaching of Biochemistry and Molecular Biology
BT  - Proceedings of the 4th International Seminar on Education Research and Social Science (ISERSS 2021)
PB  - Atlantis Press
SP  - 390
EP  - 394
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220107.076
DO  - 10.2991/assehr.k.220107.076
ID  - Li2022
ER  -