000			01960nam a22002417a 4500
005			20231020125200.0
008			231020b ||||| |||| 00| 0 eng d
022			_a0021-9584
037			_bRIEBPL Library
082			_a540.7
100			_aRafael Amador-Rodríguez et al ...
245			_a Explanatory Models Derived from Context-Based Teaching: An Investigation in Undergraduate Chemistry Education _b (Journal Article)
260			_aUSA _b:American Chemical Society _c,May 2023
300			_a 1777-1787p.
490			_aAmerican Chemical Society, Volume 100, Issue 5
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- This research aimed to use students’ modeling processes as a means of scientific inquiry. Students constructed models to explain the interactions between felodipine R and S and protein. The approach encouraged active student participation in molecular interaction modeling and offered students a “model-based teaching” experience for developing explanations of chemical phenomena. The concept is built on four structural concepts in chemistry─molecular interactions, Gibbs free energy, chemical equilibria, and optical isomerism. This framework enabled the examination of medical students’ ability to integrate general chemistry for developing models that can explain drug interactions. This proposal is part of a research cycle using design-based research for a qualitative methodology centered on modeling. This research provides evidence that constructivist teaching is possible as a model-based intervention in the classrooms, measured in a medical training context, allowing students to develop, evaluate, and constantly revise their chemical understanding.
650			_aMolecular Recognition
650			_aChemical Education Research
650			_aFirst-Year Undergraduate/General
856			_u https://doi.org/10.1021/acs.jchemed.2c01212
942			_cPER
999			_c44549 _d44548