That with Glycosidic Visage: Undergraduate Students’ Interpretation of Glycosidic Bonds

Abstract

This study explores undergraduate students’ understanding and interpretations of glycosidic bonds, specifically focusing on O-glycosidic bonds and their stereoisomeric forms, using think-aloud interviews and an asset-based cognitive resources framework. By analyzing how students activate and utilize cognitive resources, this research uncovers the variability and flexibility of their understanding of glycosidic bonds across contexts. While many students demonstrated incomplete or unproductive interpretations initially, the findings reveal their capacity to transition toward more accurate and productive reasoning. The study highlights key challenges, including difficulties in annotating glycosidic bonds, interpreting stereochemistry, and linking structure to function. Implications for biochemistry education include the need for targeted instructional strategies to deepen students’ understanding of glycosidic bonds, enhance representational fluency, and foster productive resource activation. These insights contribute to a broader understanding of how students conceptualize foundational biochemical concepts and offer pathways for improving glycoscience education.