{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"omics_type":["Unknown"],"volume":["21(4)"],"submitter":["Bhatia KS"],"pubmed_abstract":["Research on student thinking facilitates the design of instructional materials that build on student ideas. The pieces framework views student knowledge as consisting of independent pieces that students assemble in fluctuating ways based on the context at hand. This perspective affords important insights about the reasons students think the way they do. We used the pieces framework to investigate student thinking about the concept transformations of energy and matter with a specific focus on metabolism. We conducted think-aloud interviews with undergraduate introductory biology and biochemistry students as they solved a metabolism problem set. Through knowledge analysis, we identified two categories of knowledge elements cued during metabolism problem solving: 1) those about the visual rep"],"journal":["CBE life sciences education"],"pagination":["ar60"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC9727611"],"repository":["biostudies-literature"],"pubmed_title":["Putting the Pieces Together: Student Thinking about Transformations of Energy and Matter."],"pmcid":["PMC9727611"],"pubmed_authors":["Stack A","Bhatia KS","Lemons PP","Sensibaugh CA"],"additional_accession":[]},"is_claimable":false,"name":"Putting the Pieces Together: Student Thinking about Transformations of Energy and Matter.","description":"Research on student thinking facilitates the design of instructional materials that build on student ideas. The pieces framework views student knowledge as consisting of independent pieces that students assemble in fluctuating ways based on the context at hand. This perspective affords important insights about the reasons students think the way they do. We used the pieces framework to investigate student thinking about the concept transformations of energy and matter with a specific focus on metabolism. We conducted think-aloud interviews with undergraduate introductory biology and biochemistry students as they solved a metabolism problem set. Through knowledge analysis, we identified two categories of knowledge elements cued during metabolism problem solving: 1) those about the visual rep","dates":{"release":"2022-01-01T00:00:00Z","publication":"2022 Dec","modification":"2025-04-19T05:53:57.328Z","creation":"2025-04-19T05:53:57.328Z"},"accession":"S-EPMC9727611","cross_references":{"pubmed":["36112625"],"doi":["10.1187/cbe.20-11-0264"]}}