Molecular Modeling.pdf

A conceptual framework for molecular modeling of proteins by high-school students was developed, incorporating two theoretical frameworks and including four components of knowledge: content knowledge (C), procedural knowledge (P1 and P2), and epistemic knowledge (E). An analysis of Jmol tasks found a hierarchy in the use of knowledge components, with content knowledge tightly connected to other components. Students' learning performances were examined, showing significant improvement in understanding proteins, but with relative and varying levels of knowledge acquisition. Qualitative findings indicated students were in the acclimation stage of learning, with challenges in acquiring complete and accurate scientific knowledge. Students and teachers perceived procedural knowledge as a major source of interest and knowledge about proteins, but the use of Jmol tasks did not necessarily promote conceptual knowledge acquisition. The conceptual framework may be useful for developing learning materials that combine molecular modeling software, reducing the challenge of acquiring scientific knowledge about protein structure and function.