Introductory biochemistry courses are often challenging for students because they require the integration of chemistry, biology, physics, math, and physiology knowledge and frameworks to understand and apply a large body of knowledge. This can be complicated by students' persistent misconceptions of fundamental concepts and lack of fluency with the extensive visual and symbolic literacy used in biochemistry. Card sorting tasks and game‐based activities have been used to reveal insights into how students are assimilating, organizing, and structuring disciplinary knowledge, and how they are progressing along a continuum from disciplinary novice to expert. In this study, game‐based activities and card sorting tasks were used to promote and evaluate students' understanding of fundamental structure–function relationships in biochemistry. Our results suggest that while many markers of expertise increased for both the control and intervention groups over the course of the semester, students involved in the intervention activities tended to move further towards expert‐like sorting. This indicates that intentional visual literacy game‐based activities have the ability to build underdeveloped skills in undergraduate students.

中文翻译：

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以视觉素养技能为目标的基于游戏的活动，以增加对本科生物化学中生物分子结构和功能概念的理解

介绍性生物化学课程对学生来说通常具有挑战性，因为它们需要整合化学、生物学、物理学、数学和生理学知识和框架来理解和应用大量知识。由于学生对基本概念的持续误解以及对生物化学中广泛使用的视觉和符号读写能力缺乏流畅性，这可能会使情况变得复杂。卡片分类任务和基于游戏的活动已被用于揭示学生如何吸收、组织和构建学科知识，以及他们如何从学科新手到专家的连续过程中取得进步。在这项研究中，基于游戏的活动和卡片分类任务被用来促进和评估学生对生物化学基本结构 - 功能关系的理解。我们的结果表明，虽然在整个学期中，控制组和干预组的许多专业知识标记都有所增加，但参与干预活动的学生倾向于进一步向专家式分类迈进。这表明有意识的基于视觉素养游戏的活动有能力培养本科生的欠发达技能。