title: An expanded framework for biomolecular visualization in the classroom: Learning goals and competencies.
abstract: A thorough understanding of the molecular biosciences requires the ability to visualize and manipulate molecules in order to interpret results or to generate hypotheses. While many instructors in biochemistry and molecular biology use visual representations, few indicate that they explicitly teach visual literacy. One reason is the need for a list of core content and competencies to guide a more deliberate instruction in visual literacy. We offer here the second stage in the development of one such resource for biomolecular three-dimensional visual literacy. We present this work with the goal of building a community for online resource development and use. In the first stage, overarching themes were identified and submitted to the biosciences community for comment: atomic geometry; alternate renderings; construction/annotation; het group recognition; molecular dynamics; molecular interactions; monomer recognition; symmetry/asymmetry recognition; structure-function relationships; structural model skepticism; and topology and connectivity. Herein, the overarching themes have been expanded to include a 12th theme (macromolecular assemblies), 27 learning goals, and more than 200 corresponding objectives, many of which cut across multiple overarching themes. The learning goals and objectives offered here provide educators with a framework on which to map the use of molecular visualization in their classrooms. In addition, the framework may also be used by biochemistry and molecular biology educators to identify gaps in coverage and drive the creation of new activities to improve visual literacy. This work represents the first attempt, to our knowledge, to catalog a comprehensive list of explicit learning goals and objectives in visual literacy. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):69-75, 2017.
authors.affiliation: Department of Chemistry, Juniata College, Huntingdon, Pennsylvania.
authors.forename: Daniel R
authors.identifier: http://orcid.org/0000-0002-0530-5212
authors.initials: DR
authors.lastname: Dries
authors.affiliation: Department of Chemistry, University of Saint Joseph, West Hartford, Connecticut.
authors.forename: Diane M
authors.initials: DM
authors.lastname: Dean
authors.affiliation: Departments of Chemistry and Biology, St. Olaf College, Northfield, Minnesota.
authors.forename: Laura L
authors.initials: LL
authors.lastname: Listenberger
authors.affiliation: Department of Chemistry, Wabash College, Crawfordsville, Indiana.
authors.forename: Walter R P
authors.initials: WR
authors.lastname: Novak
authors.affiliation: Center for BioMolecular Modeling, Milwaukee School of Engineering, Milwaukee, Wisconsin.
authors.forename: Margaret A
authors.initials: MA
authors.lastname: Franzen
authors.affiliation: School of Chemistry and Materials Science, Rochester Institute of Technology, Rochester, New York.
authors.forename: Paul A
authors.initials: PA
authors.lastname: Craig
mesh_terms: D001671:Biochemistry / Q000193:education*; D003196:Computer Graphics; D006040:Goals; D006801:Humans; D007091:Image Processing, Computer-Assisted / Q000379:methods*; D007858:Learning; D017145:Models, Educational; D008958:Models, Molecular; D008967:Molecular Biology / Q000193:education*; D057054:Molecular Imaging / Q000379:methods*; D011506:Proteins / Q000737:chemistry*; D013334:Students
chemical_list: D011506:Proteins
keywords: Assessment of educational activities; computers in research and teaching; curriculum design development and implementation; judging quality of macromolecular models; molecular graphics and representations; molecular visualization; skill development including cognitive skills; teaching and learning techniques methods and approaches; using modeling as a research tool for investigating teaching; visual literacy