{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T16:46:22Z","timestamp":1791996382444,"version":"4.4.0"},"reference-count":39,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T00:00:00Z","timestamp":1791936000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T00:00:00Z","timestamp":1791936000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["iubmb.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Biochem Molecular Bio Educ"],"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>\n                    This quantitative classroom study examined changes in students' cognitive scores following a four\u2010hour inquiry\u2010based biology intervention using authentic molecular visualization resources (iCn3D and Protein Data Bank structures). Participants were 83 Greek eleventh\u2010grade students assessed using a one\u2010group pre\u2010test\/post\u2010test design. For each student, mean proportions of correct responses were calculated for Group 1 items, Group 2 items and all 18 cognitive items. Paired\u2010samples\n                    <jats:italic>t<\/jats:italic>\n                    \u2010tests showed higher post\u2010test scores for Group 1 (Mpre\u2009=\u20090.32, Mpost\u2009=\u20090.83, Cohen's dz\u2009=\u20092.37), Group 2 (Mpre\u2009=\u20090.47, Mpost\u2009=\u20090.69, dz\u2009=\u20091.12), and all items (Mpre\u2009=\u20090.40, Mpost\u2009=\u20090.76, dz\u2009=\u20092.21; all\n                    <jats:italic>p<\/jats:italic>\n                    \u2009&lt;\u20090.001). Girls had higher absolute composite scores at both time points, but pre\u2010post gains did not differ significantly by gender (\n                    <jats:italic>p<\/jats:italic>\n                    \u2009=\u20090.523); therefore, the data do not support gender\u2010specific instructional recommendations. Students also reported positive perceptions of the intervention and the visualization tool. These findings document short\u2010term within\u2010cohort score gains; because the study did not include a control group, they should not be interpreted as causal evidence of instructional effectiveness.\n                  <\/jats:p>","DOI":"10.1002\/bmb.70086","type":"journal-article","created":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T16:04:26Z","timestamp":1791993866000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Observed Learning Gains During an Inquiry\u2010Based Molecular Visualization Intervention in Secondary Biology"],"prefix":"10.1002","author":[{"ORCID":"https:\/\/orcid.org\/0009-0003-3973-6883","authenticated-orcid":false,"given":"Argyroula N.","family":"Zafeiropoulou","sequence":"first","affiliation":[{"name":"3rd High School of Agios Dimitrios  Athens Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9812-4495","authenticated-orcid":false,"given":"Issidora S.","family":"Papassideri","sequence":"additional","affiliation":[{"name":"Department of Cell Biology and Biophysics, Faculty of Biology National &amp; Kapodistrian University of Athens  Athens Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3396-6464","authenticated-orcid":false,"given":"Panagiotis K.","family":"Stasinakis","sequence":"additional","affiliation":[{"name":"4th High School of Zografou  Athens Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,10,14]]},"reference":[{"key":"e_1_2_10_2_1","first-page":"319","volume-title":"Biology Education","author":"Stasinakis P. 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