The Transformative Potential of AlphaFold in Biochemistry Teaching and Learning: A Constructivist Approach to Science Education

Abstract

The teaching of biochemistry, particularly regarding the understanding of protein three-dimensional structures, poses significant cognitive barriers, as students often struggle to translate abstract representations into concrete spatial knowledge. This article examines the potential of AlphaFold, an artificial intelligence tool for protein structure prediction, as a pedagogical resource capable of reshaping the teaching–learning process. Grounded in the constructivist theories of Piaget and Vygotsky, as well as Ausubel’s theory of Meaningful Learning, the discussion highlights how AlphaFold transcends its role as a research tool to function as a knowledge-construction environment. The analysis explores how interaction with accurate and accessible structural models can reduce extraneous cognitive load and foster active and inquiry-based learning. The article further proposes a curricular framework structured into introductory, intermediate, and advanced modules, aligned with the TPACK model (Technological Pedagogical Content Knowledge), providing educators with guidance for integrating technology, pedagogy, and content. The impacts on spatial reasoning development, student engagement, and the cultivation of twenty-first-century scientific competencies are discussed, along with implementation challenges, such as teacher training and the importance of critical reflection on predictive models. It is concluded that the careful integration of AlphaFold, grounded in solid educational principles, can catalyze a paradigm shift, moving biochemistry education from a transmissive model to a genuinely constructivist and meaningful practice.