Understanding the pedagogical practices of biochemistry and molecular biology academics

Abstract

As higher education transitions from an exclusivist to a more accessible endeavour, class sizes are continuously increasing, prompting academics to explore different strategies to facilitate quality learning. In this paper, we explore the current practices of Australian biochemistry and molecular biology academics to understand how academics cope with the mass education context, and whether there are specific blocks to the introduction of active learning into these classrooms. We utilised inductive thematic analysis to identify the themes underpinning the pedagogical practices of a selection of academics in biochemistry and molecular biology. These data indicated that these academics: (1) co..