Publication Info
Type Inproceedings
Year 2018
Venue Paper presented at Biennial Conference on Chemical Education (BCCE). Notre Dame, IN, USA. July 29 – August 2, 2018.
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Inproceedings

Measuring conceptual understanding on oxygen binding and delivery in a biochemistry course

Kahveci M, Jin L

2018 — Paper presented at Biennial Conference on Chemical Education (BCCE). Notre Dame, IN, USA. July 29 – August 2, 2018.

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Citation (APA)

Kahveci M, Jin L (2018). Measuring conceptual understanding on oxygen binding and delivery in a biochemistry course. Paper presented at Biennial Conference on Chemical Education (BCCE). Notre Dame, IN, USA. July 29 – August 2, 2018.

Abstract

This study presents the development stages and validity evidence of a new two-tier diagnostic test designed to conceptually assess oxygen binding to hemoglobin and its delivery from the lung to the tissues in a biochemistry course.

The validity of the instrument relies on the input of seven expert opinions from biochemistry professors across the United States. The final instrument consists of 11 questions. Analysis of preliminary data (expected to be about 30 undergraduates) will provide evidence on students’ conceptual patterns regarding this difficult-to-learn biochemistry topic. In conclusion, this study contributes a new validated instrument and preliminary results to chemistry education research.

BibTeX

@inproceedings{m, title = {Measuring conceptual understanding on oxygen binding and delivery in a biochemistry course}, author = {Kahveci M, Jin L}, year = {2018}, booktitle = {Paper presented at Biennial Conference on Chemical Education (BCCE). Notre Dame, IN, USA. July 29 – August 2, 2018.}, abstract = {This study presents the development stages and validity evidence of a new **two-tier diagnostic test** designed to conceptually assess **oxygen binding to hemoglobin and its delivery** from the lung to the tissues in a biochemistry course. The validity of the instrument relies on the input of **seven expert opinions** from biochemistry professors across the United States. The final instrument consists of **11 questions**. Analysis of preliminary data (expected to be about 30 undergraduates) will provide evidence on students’ conceptual patterns regarding this difficult-to-learn biochemistry topic. In conclusion, this study contributes a new validated instrument and preliminary results to chemistry education research.} }