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Purposefully modify existing resources to disclaimer to students that they are differences between chemistry and biology. Teachers should also explicitly highlight the differences during class and provide exercises in the form of formative assessment to assess their level of understanding of the differences. Summative assessments in individual subjects can also assess the students' ability to present appropriate answers in respective contexts.

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The conceptualisation of the project was difficult initially, but the idea became more concrete over time. The project helps teachers to collaborate across two subjects and allow teachers to have a better understanding of the conflicting content of two different subjects from the point of view of students.

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Keep: Trying to find something that benefits students.
Improve: How to do away with redundancies and maximise efficiency.
Start: Finding organic problems starting from the students rather than "what we think is a problem" may prove to be more beneficial.
Stop: Excessively technical parts of research.

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Keep: collaboration between different subjects
Improve: the length of the diagnostic instrument and how we handle the data from the DI. students spent quite a lot of time on the DI.

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I get to understand how the other unit interpret the questions from their perspective

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The journey has been very meaningful.  We work together interdependently to find out the differences between the two subject disciplines and common Biology and Chemistry misconceptions among our students in order to impact our classroom practice in ways that will lead to better results for our students. I do feel that the pace of the project implementation can be slower to afford more time for us to engage in deeper discussion of the conceptual gaps and difficulties that our students encountered in both subjects.

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Design questions that explicitly test them on their ability to use the correct terms in different contextual scenarios.

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Curious as the process showed that Bio and Chem do need to work in tandem in order to enhance students' learning
- most students were not able to translate their scientific literacy into a general sense (bio knowledge exists in a silo, chem knowledge exists in a silo)

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We assumed that students have a basic level of understanding of when to use what terms in different subject contexts but in actual fact majority of them do not show this ability to do so.

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Tedious and lengthy. A lot of technical aspects. Uncertain about impact to students, struggle to see if the time can be better spent elsewhere / on another project where we can see a greater impact.

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From the data, can help me see the level of understanding among our students

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Tedious yet enriching.

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Keep: research design and collaboration between subjects
Improve: conceptualizing the research project and problem statement such that the project process would minimise effort and maximise output.
Start: Looking for Research topics that can address problems in MI and maximise impact with minimal effort.
Stop: coding qualitative data to quantitative data.

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Teachers would be more aware of the common misconceptions and apply in their teaching

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To Keep: Inter-disciplinary approach to improve student's learning
To Stop: Coding as qualitative data is sufficient
To Start: Using ethnography as a research design to examine issues from students' perspective.

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Good questions with high DI can differentiate students of high ability with real cognitive ability and students of Low ability

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can also include Physics

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The differences between bio and chem.

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Be wary about pitfalls that introduce cross-subject misconceptions. Signal to students that this particular section is different from another subject.

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Cross-subject questions :)

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Students are confused?

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Without good awareness of the conceptual problems across the two subjects, there is a chance that we might inevitably perpetuate misconceptions in our students through the use of certain terms and language in our daily instructions.
It is possible for different subjects to come together to adopt an inter-disciplinary approach to address the problems faced by students.

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Our students do not have deep understanding of the concepts learnt in Chemistry and Biology. This is evident by their lack of awareness of the assumptions underlying the concepts in both subjects.

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As a team, we should develop teaching resources to help Bio/Chem students better understand the differences in the use of terms and underlying assumptions for the concepts.

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Use the misconceptions gathered from the findings to design teaching resources and bridging material to promote conceptual change, knowing that our students don't come to us with a sound understanding of the pure science subjects.
Work with experts specializing in Biochemistry to improve teachers and students awareness of the differences between the two subjects.