Bridging the educational research-teaching practice gap

The importance of bridging the gap between science education research and its application in biochemistry teaching and learning: Barriers and strategies

Authors

  • Trevor R. Anderson

    Corresponding author
    1. Science Education Research Group (SERG), School of Biochemistry, Genetics, Microbiology and Plant Pathology, University of KwaZulu-Natal, Pietermaritzburg, South Africa
    • Science Education Research Group (SERG), School of Biochemistry, Genetics, Microbiology and Plant Pathology, University of KwaZulu-Natal, Pietermaritzburg, South Africa
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  • The National Research Foundation (NRF) is acknowledged for the financial support (GUN Number 2053218) of this work.

Abstract

There is a large body of educational research results available in the science education literature that could be usefully applied for the improvement of teaching practice in biochemistry and molecular biology. Unfortunately, for a great variety of reasons, such applications are relatively limited in our discipline. In this first paper in the series, “Bridging the Gap”, I describe some of the barriers that are hampering the bridging of this gap and suggest some possible strategies that colleagues might wish to try in order to promote the wider use of this excellent educational resource.

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