Balgopal, M. | bioRxiv Science

bioRxiv2025

IDENTIFYING MISCONCEPTIONS ABOUT PROTEIN STRUCTURE AND FUNCTION IN A NON-MAJORS BIOCHEMISTRY COURSE

Understanding the structure and function of proteins is crucial for students as it provides fundamental insights into one of the central building blocks of life. Yet, undergraduate students struggle to make sense of proteins and apply knowledge about why structure affects function. Here, we expand on an existing typology of common protein misconceptions (Robic, 2010). We recruited participants from a large, lecture-based non-major biochemistry course to participate in a series of assessments that allowed us to qualitatively examine their responses. We found that the common misconceptions included: protein stability based on orientation, confusions about the inherent dynamic properties of proteins, and protein structure related to function. We surmise that all three of these newly reported, nuanced misconceptions are the product of difficulties with visuospatial reasoning.

scientific communication and education↗

bioRxiv2025

Spurring and Siloing: Identity Navigation in Scientific Writing Among Asian Early-Career Researchers

Scientific writing and publication are critical sites where students must navigate between personal identities and presumed scientific objectivity. For non-white student researchers, particularly those stereotyped as "model minorities," this process involves complex negotiations. This qualitative study examines how Asian and Asian American students navigate ethnic and cultural identities within scientific writing processes. Using an integrated theoretical framework combining cultural community wealth, narrative identity, and border crossing, we analyzed how participants deployed cultural resources while navigating institutional expectations. Drawing on interviews with 23 student participants who engaged with the [Blinded Journal], we identified two primary approaches: "spurring," wherein ethnic and cultural backgrounds catalyze research questions, and "siloing," wherein these identities are deliberately compartmentalized during writing. Findings reveal that while participants drew upon familial capital to inform research interests, most practiced disciplinary compartmentalization and adhered to perceived scientific norms. This tension demonstrates how students negotiate cultural scripts while developing professional identities. Our findings suggest that science educators could help students recognize their cultural backgrounds as valuable epistemic resources rather than sources of bias, explicitly address the myth of value-neutral science, and provide models of how scientists integrate personal and cultural perspectives into rigorous scientific work.

scientific communication and education↗