1
|
Jantzen SG, McGill G, Jenkinson J. Design principles for molecular animation. FRONTIERS IN BIOINFORMATICS 2024; 4:1353807. [PMID: 39234148 PMCID: PMC11371733 DOI: 10.3389/fbinf.2024.1353807] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2023] [Accepted: 08/08/2024] [Indexed: 09/06/2024] Open
Abstract
Molecular visualization is a powerful way to represent the complex structure of molecules and their higher order assemblies, as well as the dynamics of their interactions. Although conventions for depicting static molecular structures and complexes are now well established and guide the viewer's attention to specific aspects of structure and function, little attention and design classification has been devoted to how molecular motion is depicted. As we continue to probe and discover how molecules move - including their internal flexibility, conformational changes and dynamic associations with binding partners and environments - we are faced with difficult design challenges that are relevant to molecular visualizations both for the scientific community and students of cell and molecular biology. To facilitate these design decisions, we have identified twelve molecular animation design principles that are important to consider when creating molecular animations. Many of these principles pertain to misconceptions that students have primarily regarding the agency of molecules, while others are derived from visual treatments frequently observed in molecular animations that may promote misconceptions. For each principle, we have created a pair of molecular animations that exemplify the principle by depicting the same content in the presence and absence of that design approach. Although not intended to be prescriptive, we hope this set of design principles can be used by the scientific, education, and scientific visualization communities to facilitate and improve the pedagogical effectiveness of molecular animation.
Collapse
Affiliation(s)
- Stuart G Jantzen
- Science Visualization Lab, Biomedical Communications, Department of Biology, University of Toronto Mississauga, Mississauga, ON, Canada
- Biocinematics, Victoria, BC, Canada
| | - Gaël McGill
- Center for Molecular and Cellular Dynamics, Department of Biological Chemistry and Molecular Pharmacology, Harvard Medical School, Boston, MA, United States
- Digizyme, Brookline, MA, United States
| | - Jodie Jenkinson
- Science Visualization Lab, Biomedical Communications, Department of Biology, University of Toronto Mississauga, Mississauga, ON, Canada
| |
Collapse
|
2
|
Rennpferd MJL, Schroeder MV, Nguyen JJ, Lund-Peterson MA, Lancaster O, Condry DLJ. Application of the Microbiology Concept Inventory to improve programmatic curriculum. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00110-22. [PMID: 38108016 PMCID: PMC10720565 DOI: 10.1128/jmbe.00110-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Accepted: 07/19/2023] [Indexed: 12/19/2023]
Abstract
The Microbiology Concept Inventory is an assessment tool derived from the fundamental statements created by the American Society for Microbiology. This two-tier, multiple-choice question inventory requires students to choose the most correct answer for each question and provide a brief justification of their reasoning. Educators can utilize this tool to identify common misconceptions held by students and adjust curriculum to address and prevent the persistence of student misconceptions. Over the course of 5 years, the Microbiology Concept Inventory was annually administered to undergraduate students enrolled in entry-level, mid-level, and senior capstone microbiology courses at a mid-western rural university. Analysis was completed to compare course, year, majors and minors, gender, ethnicity, and cumulative GPA. Results of this study showed a significant difference in Microbiology Concept Inventory scores between students with high cumulative GPAs (3.5-4.0) and students with comparatively lower cumulative GPAs (2.5-2.99, 3.0-3.49). Results between the other demographic categories revealed statistically different scores in favor of white students, but no differences in scores between genders. The results suggest evidence of ethnic bias, but no gender bias as measured by the Microbiology Concept Inventory. Additionally, significant differences in scores across cohorts are indicative of improvements in the curricula due to prior targeted changes. Analysis of concept inventory results can guide curriculum changes for course instructors. Implementation of curriculum changes can enrich students' academic success.
Collapse
|
3
|
Klymkowsky MW. Rethinking (again) Hardy-Weinberg and genetic drift in undergraduate biology. Front Genet 2023; 14:1199739. [PMID: 37359366 PMCID: PMC10285527 DOI: 10.3389/fgene.2023.1199739] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Accepted: 05/23/2023] [Indexed: 06/28/2023] Open
Abstract
Designing effective curricula is challenging. Content decisions can impact both learning outcomes and student engagement. As an example consider the place of Hardy-Weinberg equilibria (HWE) and genetic drift calculations in introductory biology courses, as discussed by Masel (2012). Given that population genetics, "a fairly arcane speciality", can be difficult to grasp, there is little justification for introducing introductory students to HWE calculations. It is more useful to introduce them to the behavior of alleles in terms of basic features of biological systems, and that in the absence of selection recessive alleles are no "weaker" or preferentially lost from a population than are dominant alleles. On the other hand, stochastic behaviors, such as genetic drift, are ubiquitous in biological systems and often play functionally significant roles; they can be introduced to introductory students in mechanistic and probabilistic terms. Specifically, genetic drift emerges from the stochastic processes involved in meiotic chromosome segregation and recombination. A focus on stochastic processes may help counteract naive bio-deterministic thinking and can reinforce, for students, the value of thinking quantitatively about biological processes.
Collapse
Affiliation(s)
- Michael W. Klymkowsky
- Molecular, Cellular, and Developmental Biology University of Colorado Boulder, Boulder, CO, United States
| |
Collapse
|
4
|
Tobler S, Köhler K, Sinha T, Hafen E, Kapur M. Understanding Randomness on a Molecular Level: A Diagnostic Tool. CBE LIFE SCIENCES EDUCATION 2023; 22:ar17. [PMID: 36862800 PMCID: PMC10228260 DOI: 10.1187/cbe.22-05-0097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Revised: 01/24/2023] [Accepted: 02/03/2023] [Indexed: 06/02/2023]
Abstract
Undergraduate biology students' molecular-level understanding of stochastic (also referred to as random or noisy) processes found in biological systems is often limited to those examples discussed in class. Therefore, students frequently display little ability to accurately transfer their knowledge to other contexts. Furthermore, elaborate tools to assess students' understanding of these stochastic processes are missing, despite the fundamental nature of this concept and the increasing evidence demonstrating its importance in biology. Thus, we developed the Molecular Randomness Concept Inventory (MRCI), an instrument composed of nine multiple-choice questions based on students' most prevalent misconceptions, to quantify students' understanding of stochastic processes in biological systems. The MRCI was administered to 67 first-year natural science students in Switzerland. The psychometric properties of the inventory were analyzed using classical test theory and Rasch modeling. Moreover, think-aloud interviews were conducted to ensure response validity. Results indicate that the MRCI yields valid and reliable estimations of students' conceptual understanding of molecular randomness in the higher educational setting studied. Ultimately, the performance analysis sheds light on the extent and the limitations of students' understanding of the concept of stochasticity on a molecular level.
Collapse
Affiliation(s)
- Samuel Tobler
- Professorship for Learning Sciences and Higher Education and
| | - Katja Köhler
- Department of Biology, ETH Zurich, 8092 Zurich, Switzerland
| | - Tanmay Sinha
- Professorship for Learning Sciences and Higher Education and
| | - Ernst Hafen
- Department of Biology, ETH Zurich, 8092 Zurich, Switzerland
| | - Manu Kapur
- Professorship for Learning Sciences and Higher Education and
| |
Collapse
|
5
|
Doherty JH, Cerchiara JA, Wenderoth MP. Undergraduate students' neurophysiological reasoning: what we learn from the attractive distractors students select. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:222-236. [PMID: 36759149 DOI: 10.1152/advan.00128.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 02/02/2023] [Accepted: 02/02/2023] [Indexed: 06/18/2023]
Abstract
The basis for mastering neurophysiology is understanding ion movement across cell membranes. The Electrochemical Gradients Assessment Device (EGAD) is a 17-item test assessing students' understanding of fundamental concepts of neurophysiology, e.g., electrochemical gradients and resistance, synaptic transmission, and stimulus strength. We collected responses to the EGAD from 534 students from seven institutions nationwide, before and after instruction. We determined the relative difficulty of neurophysiology topics and noted that students did better on "what" questions compared to "how" questions, particularly those integrating concentration gradient and electric forces to predict ion movement. We also found that, even after instruction, students selected one incorrect answer, at a rate greater than random chance for nine questions. We termed these incorrect answers attractive distractors. Most attractive distractors contained terms associated with concentration gradients, equilibrium, or anthropomorphic and teleological reasoning, and incorrect answers containing multiple terms were more attractive. We used χ2 analysis and alluvial diagrams to investigate how individual students moved or did not move between answer choices on the pre- and posttest. Interestingly, students selecting the attractive distractor on the pretest were just as likely as other incorrect students to move to the correct answer on the posttest. In contrast, of students incorrect on both the pre- and posttest, students who selected the attractive distractor on the pretest were more likely to stick with this answer on the posttest than students choosing other incorrect answers. Combining the EGAD results with alluvial diagrams can inform neurophysiology instruction to address points of student confusion.NEW & NOTEWORTHY Investigating students' alternative reasoning in neurophysiology, this research is the first to investigate how analyzing the most common incorrect answer can shed light on the concepts students struggle with when reasoning about neurophysiological problems, especially those dealing with both chemical and electrical driving forces to predict ion movement across cell membranes.
Collapse
Affiliation(s)
- Jennifer H Doherty
- Department of Physiology, Michigan State University, East Lansing, Michigan
- Lyman Briggs College, Michigan State University, East Lansing, Michigan
| | - Jack A Cerchiara
- Department of Biology, University of Washington, Seattle, Washington
| | | |
Collapse
|
6
|
Hyland D, O’Shea A. How Well Do High-Achieving Undergraduate Students Understand School Algebra? CANADIAN JOURNAL OF SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION = REVUE CANADIENNE DE L'ENSEIGNEMENT DES SCIENCES, DES MATHEMATIQUES ET DE LA TECHNOLOGIE 2023; 22:818-834. [PMID: 38625360 PMCID: PMC9922173 DOI: 10.1007/s42330-022-00256-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/28/2022] [Indexed: 04/17/2024]
Abstract
The aim of this research is to investigate how well high-achieving students entering tertiary-level education in Ireland understand school algebra. As part of a larger project, a 31-item test was developed to assess first-year undergraduate students' understanding of basic algebraic concepts. The test was administered online to students studying at least one mathematics module at tertiary level and received 327 responses. In this article, we study how the subset of high-achieving undergraduates in our sample performed on the test. The results demonstrated a very high level of understanding among students, as befits their level of study and prior achievement relative to the difficulty of the test. However, one subsection of the test stood out as being disproportionately difficult for these students. The section focused on valid solutions of equations and inequalities. The items in question are described in detail in this article as is the associated data. Our analysis shows that this topic is an area of concern even for high-achieving undergraduates and so deserves further attention. We conclude with a discussion of the implications of this research and details of the larger project.
Collapse
Affiliation(s)
- Diarmaid Hyland
- School of Mathematics and Statistics, University College Dublin, Dublin, Co. Dublin Ireland
| | - Ann O’Shea
- Department of Mathematics and Statistics, Maynooth University, Maynooth, Co. Kildare Ireland
| |
Collapse
|
7
|
Smith SL. How and why we should move beyond natural selection in museums to tackle teleology. Evolution 2023; 16:3. [PMID: 36945662 PMCID: PMC10020750 DOI: 10.1186/s12052-023-00184-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Accepted: 02/15/2023] [Indexed: 03/23/2023]
Abstract
Background Museum displays commonly use a "VIST" approach (Variation, Inheritance, Selection, and Time) to explain evolution to visitors. I contend that this framework, by focusing narrowly on natural selection, unintentionally reinforces intuitive teleological thinking and a "survival of the fittest" mentality. Exhibits that incorporate all the forces (or mechanisms) of evolution will instead challenge visitors' preconceptions and enable them to develop a deeper understanding of evolution. In particular, visitors will appreciate that evolution is not progressive, with modern humans as the "most evolved" species. Results Explicit and implicit description of the forces of evolution is surveyed in 12 museums: 4 in Texas, 7 elsewhere in the U.S., and the Natural History Museum in London. Museum exhibits focus primarily on natural selection (explicit in 10 of 12) and often mention mutation (explicit in 7). Only the American Museum of Natural History in New York, in my sample, provides an explicit explanation of genetic drift. Conclusions Heavy emphasis on natural selection and limited explanation of stochastic forces contributes to an impoverished view of evolution. Exhibits should more effectively convey the complexity of microevolution. Computer simulations showing the interactions of evolutionary forces can accomplish this goal.
Collapse
Affiliation(s)
- Shelley L. Smith
- grid.267315.40000 0001 2181 9515Department of Sociology and Anthropology, University of Texas at Arlington, Box 19599, Arlington, TX 76019 USA
| |
Collapse
|
8
|
Adler IK, Fiedler D, Harms U. Darwin’s tales–A content analysis of how evolution is presented in children’s books. PLoS One 2022; 17:e0269197. [PMID: 35830379 PMCID: PMC9278771 DOI: 10.1371/journal.pone.0269197] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Accepted: 05/16/2022] [Indexed: 11/23/2022] Open
Abstract
In science, certain theories led to a paradigm shift in human being’s approach to explain nature, such as the theory of relativity, the quantum theory, and the theory of evolution. The latter explains the emergence of biodiversity on Earth and all living beings’ relatedness, including humans. Accordingly, evolutionary theory is a central part of scientific literacy. However, scholars have demonstrated that misconceptions emerging in childhood hinder learners from grasping evolutionary processes. Implementing evolution in early science education could enhance scientific ideas as a basis for subsequent learning at school. Currently, children’s literature that deals with evolution is increasing and may enable more children to encounter evolutionary theory before entering school. This explorative study aimed to analyze how children’s books about evolution approach explaining this complex topic to young children in terms of covered contents, underlying concepts and use of language. We conducted (1) a text-based qualitative content analysis of 31 children’s books in the categories of organismal context, evolutionary principles, and misconceptions, and (2) a computer-supported content analysis of 33 word labels concerning (a) scientific terms and (b) verbs expressing evolutionary change. Although evolution is a universal concept, children’s books seem to promote specific contexts such as animal and human evolution. Even though the principle of selection requires an understanding of complex interactions between individuals and environmental factors, this principle was more frequent than the principles variation and inheritance. Phylogenetic history was covered more often than basic evolutionary processes, and evolutionary change was mainly mentioned at the species level over long periods. Besides, most books conveyed misconceptions such as transformationist, teleological or anthropomorphic reasoning. Consequently, books covering evolution may bias children’s first ideas concerning this topic or introduce unscientific ideas. Based on our results, we propose implications for early evolution educators and education researchers.
Collapse
Affiliation(s)
- Isabell K. Adler
- IPN—Leibniz Institute for Science and Mathematics Education, Kiel, Germany
- * E-mail:
| | - Daniela Fiedler
- IPN—Leibniz Institute for Science and Mathematics Education, Kiel, Germany
| | - Ute Harms
- IPN—Leibniz Institute for Science and Mathematics Education, Kiel, Germany
| |
Collapse
|
9
|
Rosenberg JM, Kubsch M, Wagenmakers EJ, Dogucu M. Making Sense of Uncertainty in the Science Classroom: A Bayesian Approach. SCIENCE & EDUCATION 2022; 31:1239-1262. [PMID: 35729987 PMCID: PMC9196155 DOI: 10.1007/s11191-022-00341-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/15/2022] [Indexed: 06/15/2023]
Abstract
UNLABELLED Uncertainty is ubiquitous in science, but scientific knowledge is often represented to the public and in educational contexts as certain and immutable. This contrast can foster distrust when scientific knowledge develops in a way that people perceive as a reversals, as we have observed during the ongoing COVID-19 pandemic. Drawing on research in statistics, child development, and several studies in science education, we argue that a Bayesian approach can support science learners to make sense of uncertainty. We provide a brief primer on Bayes' theorem and then describe three ways to make Bayesian reasoning practical in K-12 science education contexts. There are a) using principles informed by Bayes' theorem that relate to the nature of knowing and knowledge, b) interacting with a web-based application (or widget-Confidence Updater) that makes the calculations needed to apply Bayes' theorem more practical, and c) adopting strategies for supporting even young learners to engage in Bayesian reasoning. We conclude with directions for future research and sum up how viewing science and scientific knowledge from a Bayesian perspective can build trust in science. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s11191-022-00341-3.
Collapse
Affiliation(s)
- Joshua M. Rosenberg
- University of Tennessee, Knoxville, 1122 Volunteer Blvd, TN 37996 Knoxville, USA
| | - Marcus Kubsch
- IPN–Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, D-24118 Kiel, Germany
| | | | | |
Collapse
|
10
|
Describing the Development of the Assessment of Biological Reasoning (ABR). EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11110669] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Assessments of scientific reasoning that capture the intertwining aspects of conceptual, procedural and epistemic knowledge are often associated with intensive qualitative analyses of student responses to open-ended questions, work products, interviews, discourse and classroom observations. While such analyses provide evaluations of students’ reasoning skills, they are not scalable. The purpose of this study is to develop a three-tiered multiple-choice assessment to measure students’ reasoning about biological phenomena and to understand the affordances and limitations of such an assessment. To validate the assessment and to understand what the assessment measures, qualitative and quantitative data were collected and analyzed, including read-aloud, focus group interviews and analysis of large sample data sets. These data served to validate our three-tiered assessment called the Assessment of Biological Reasoning (ABR) consisting of 10 question sets focused on core biological concepts. Further examination of our data suggests that students’ reasoning is intertwined in such a way that procedural and epistemic knowledge is reliant on and given meaning by conceptual knowledge, an idea that pushes against the conceptualization that the latter forms of knowledge construction are more broadly applicable across disciplines.
Collapse
|
11
|
White PJ, Davis EA, Santiago M, Angelo T, Shield A, Babey A, Kemp‐Harper B, Maynard G, Al‐Sallami HS, Musgrave IF, Fernandes LB, Ngo SNT, Hinton T. Identifying the core concepts of pharmacology education. Pharmacol Res Perspect 2021; 9:e00836. [PMID: 34288559 PMCID: PMC8292785 DOI: 10.1002/prp2.836] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Accepted: 06/27/2021] [Indexed: 12/01/2022] Open
Abstract
Pharmacology education currently lacks an agreed knowledge curriculum. Evidence from physics and biology education indicates that core concepts are useful and effective structures around which such a curriculum can be designed to facilitate student learning. Building on previous work, we developed a novel, criterion‐based method to identify the core concepts of pharmacology education. Five novel criteria were developed, based on a literature search, to separate core concepts in pharmacology from topics and facts. Core concepts were agreed to be big ideas, enduring, difficult, applicable across contexts, and useful to solve problems. An exploratory survey of 33 pharmacology educators from Australia and New Zealand produced 109 terms, which were reduced to a working list of 26 concepts during an online workshop. Next, an expert group of 12 educators refined the working list to 19 concepts, by applying the five criteria and consolidating synonyms, and added three additional concepts that emerged during discussions. A confirmatory survey of a larger group resulted in 17 core concepts of pharmacology education. This list may be useful for educators to evaluate existing curricula, design new curricula, and to inform the development of a concept inventory to test attainment of the core concepts in pharmacology.
Collapse
Affiliation(s)
- Paul J. White
- Faculty of Pharmacy and Pharmaceutical SciencesMonash UniversityParkvilleVICAustralia
| | | | - Marina Santiago
- Department of Biomedical SciencesMacquarie UniversitySydneyNSWAustralia
| | - Tom Angelo
- Eshelman School of PharmacyUniversity of North CarolinaChapel HillNCUSA
| | - Alison Shield
- Discipline of PharmacyFaculty of HealthUniversity of CanberraBruce CanberraACTAustralia
| | - Anna‐Marie Babey
- Faculty of Medicine and HealthUniversity of New EnglandArmidaleNSWAustralia
| | | | - Gregg Maynard
- School of Biomedical SciencesCharles Sturt UniversityWaggaNSWAustralia
| | | | - Ian F. Musgrave
- Adelaide Medical SchoolThe University of AdelaideAdelaideSAAustralia
| | - Lynette B. Fernandes
- School of Biomedical SciencesThe University of Western AustraliaCrawleyWAAustralia
| | - Suong N. T. Ngo
- Faculty of SciencesThe University of AdelaideRoseworthySAAustralia
| | - Tina Hinton
- School of Medical SciencesFaculty of Medicine and Health SciencesThe University of SydneySydneyNSWAustralia
| |
Collapse
|
12
|
Kadir SR, Lilja A, Gunn N, Strong C, Hughes RT, Bailey BJ, Rae J, Parton RG, McGhee J. Nanoscape, a data-driven 3D real-time interactive virtual cell environment. eLife 2021; 10:64047. [PMID: 34191720 PMCID: PMC8245131 DOI: 10.7554/elife.64047] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Accepted: 06/04/2021] [Indexed: 12/15/2022] Open
Abstract
Our understanding of cellular and structural biology has reached unprecedented levels of detail, and computer visualisation techniques can be used to create three-dimensional (3D) representations of cells and their environment that are useful in both teaching and research. However, extracting and integrating the relevant scientific data, and then presenting them in an effective way, can pose substantial computational and aesthetic challenges. Here we report how computer artists, experts in computer graphics and cell biologists have collaborated to produce a tool called Nanoscape that allows users to explore and interact with 3D representations of cells and their environment that are both scientifically accurate and visually appealing. We believe that using Nanoscape as an immersive learning application will lead to an improved understanding of the complexities of cellular scales, densities and interactions compared with traditional learning modalities.
Collapse
Affiliation(s)
- Shereen R Kadir
- 3D Visualisation Aesthetics Lab, School of Art and Design, and the ARC Centre of Excellence in Convergent Bio-Nano Science and Technology, University of New South Wales, Sydney, Australia
| | - Andrew Lilja
- 3D Visualisation Aesthetics Lab, School of Art and Design, and the ARC Centre of Excellence in Convergent Bio-Nano Science and Technology, University of New South Wales, Sydney, Australia
| | - Nick Gunn
- 3D Visualisation Aesthetics Lab, School of Art and Design, and the ARC Centre of Excellence in Convergent Bio-Nano Science and Technology, University of New South Wales, Sydney, Australia
| | - Campbell Strong
- 3D Visualisation Aesthetics Lab, School of Art and Design, and the ARC Centre of Excellence in Convergent Bio-Nano Science and Technology, University of New South Wales, Sydney, Australia
| | - Rowan T Hughes
- 3D Visualisation Aesthetics Lab, School of Art and Design, and the ARC Centre of Excellence in Convergent Bio-Nano Science and Technology, University of New South Wales, Sydney, Australia
| | - Benjamin J Bailey
- 3D Visualisation Aesthetics Lab, School of Art and Design, and the ARC Centre of Excellence in Convergent Bio-Nano Science and Technology, University of New South Wales, Sydney, Australia
| | - James Rae
- Institute for Molecular Bioscience, ARC Centre of Excellence in Convergent Bio-Nano Science and Technology, and Centre for Microscopy and Microanalysis, University of Queensland, Brisbane, Australia
| | - Robert G Parton
- Institute for Molecular Bioscience, ARC Centre of Excellence in Convergent Bio-Nano Science and Technology, and Centre for Microscopy and Microanalysis, University of Queensland, Brisbane, Australia
| | - John McGhee
- 3D Visualisation Aesthetics Lab, School of Art and Design, and the ARC Centre of Excellence in Convergent Bio-Nano Science and Technology, University of New South Wales, Sydney, Australia
| |
Collapse
|
13
|
Cormas PC, Gould G, Nicholson L, Fredrick KC, Doan SY. A Professional Development Framework for Higher Education Science Faculty that Improves Student Learning. Bioscience 2021. [DOI: 10.1093/biosci/biab050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
Abstract
A recent impetus for the transformation of undergraduate science instruction to improve student learning has prompted stakeholders to support professional development (PD) of higher education science faculty (instructors). In turn, stakeholders have created successful PD for instructors on the basis of research in K–12 teacher PD. However, there is no framework for PD of instructors that has been linked to student learning. The purpose of this literature review and theoretical work is to organize instructors’ PD research within a sequential framework for K–12 PD that has been linked to student learning, to examine limited evidence of student learning yielded from the PD of instructors, to determine whether and to what extent the entire sequence of the framework has been evaluated in PD for instructors, and to use a ubiquitous form of PD known as learning communities as a practical example for how to design, implement, and evaluate PD with the framework.
Collapse
Affiliation(s)
- Peter C Cormas
- California University of Pennsylvania, California, Pennsylvania, United States
| | - Gregg Gould
- California University of Pennsylvania, California, Pennsylvania, United States
| | - Louise Nicholson
- California University of Pennsylvania, California, Pennsylvania, United States
| | - Kyle C Fredrick
- California University of Pennsylvania, California, Pennsylvania, United States
| | - S Y Doan
- RAND Corporation, Arlington, Virginia, United States
| |
Collapse
|
14
|
Haskel-Ittah M, Duncan RG, Yarden A. Students' Understanding of the Dynamic Nature of Genetics: Characterizing Undergraduates' Explanations for Interaction between Genetics and Environment. CBE LIFE SCIENCES EDUCATION 2020; 19:ar37. [PMID: 32822276 PMCID: PMC8711817 DOI: 10.1187/cbe.19-11-0221] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Revised: 06/25/2020] [Accepted: 07/05/2020] [Indexed: 06/11/2023]
Abstract
The idea of the interaction between genes and environment in the formation of traits is an important component of genetic literacy, because it explains the plastic nature of phenotypes. However, most studies in genetics education characterize challenges in understanding and reasoning about genetic phenomena that do not involve modulation by the environment. Therefore, we do not know enough to inform the development of effective instructional materials that address the influences of environmental factors on genes and traits, that is, phenotypic plasticity. The current study explores college students' understanding of phenotypic plasticity. We interviewed biological sciences undergraduates who are at different stages of their undergraduate studies and asked them to explain several phenomena that involved phenotypic plasticity. Analysis of the interviews revealed two types of mechanistic accounts: one type described the interaction as involving the environment directly acting on a passive organism; while the other described the interaction as mediated by a sensing-and-responding mechanism. While both accounts are plausible, the second account is critical for reasoning about phenotypic plasticity. We also found that contextual features of the phenomena may affect the type of account generated. Based on these findings, we recommend focusing instruction on the ways in which organisms sense and respond.
Collapse
Affiliation(s)
- Michal Haskel-Ittah
- Department of Science Teaching, Weizmann Institute of Science, Rehovot 76100, Israel
| | - Ravit Golan Duncan
- Graduate School of Education and the School of Environmental and Biological Sciences, Rutgers University, New Brunswick, NJ 08901; Visiting Faculty Program Fellow at the Weizmann Institute of Science, Rehovot 76100
| | - Anat Yarden
- Department of Science Teaching, Weizmann Institute of Science, Rehovot 76100, Israel
| |
Collapse
|
15
|
Taylor RT, Bishop PR, Lenhart S, Gross LJ, Sturner K. Development of the BioCalculus Assessment (BCA). CBE LIFE SCIENCES EDUCATION 2020; 19:ar6. [PMID: 32058833 PMCID: PMC8697647 DOI: 10.1187/cbe.18-10-0216] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/04/2018] [Revised: 12/17/2019] [Accepted: 01/09/2020] [Indexed: 06/10/2023]
Abstract
We describe the development and initial validity assessment of the 20-item BioCalculus Assessment (BCA), with the objective of comparing undergraduate life science students' understanding of calculus concepts in different courses with alternative emphases (with and without focus on biological applications). The development process of the BCA included obtaining input from a large network of scientists and educators as well as students in calculus and biocalculus courses to accumulate evidential support of the instrument's content validity and response processes of test takers. We used the Rasch model to examine the internal structure of scores from students who have experienced calculus instruction in the two methods. The analysis involved three populations (Calculus 1, Calculus 2, and Biocalculus) for which the Calc 1 and Calc 2 students were not exposed to calculus concepts in a life science setting, while the Biocalculus students were presented concepts explicitly with a life science emphasis. Overall, our findings indicate that the BCA has reasonable validity properties, providing a diagnostic tool to assess the relative learning success and calculus comprehension of undergraduate biology majors from alternative methods of instruction that do or do not emphasize life science examples.
Collapse
Affiliation(s)
| | - Pamela R. Bishop
- National Institute for STEM Evaluation and Research (NISER), National Institute for Mathematical and Biological Synthesis (NIMBioS), University of Tennessee, Knoxville, TN 37996
| | - Suzanne Lenhart
- National Institute for Mathematical and Biological Synthesis (NIMBioS), Department of Mathematics, University of Tennessee, Knoxville, TN 37996
| | - Louis J. Gross
- National Institute for Mathematical and Biological Synthesis (NIMBioS), Departments of Ecology and Evolutionary Biology and Mathematics, University of Tennessee, Knoxville, TN 37996
| | - Kelly Sturner
- National Institute for Mathematical and Biological Synthesis (NIMBioS), University of Tennessee, Knoxville, TN 37996
| |
Collapse
|
16
|
Göransson A, Orraryd D, Fiedler D, Tibell LAE. Conceptual Characterization of Threshold Concepts in Student Explanations of Evolution by Natural Selection and Effects of Item Context. CBE LIFE SCIENCES EDUCATION 2020; 19:ar1. [PMID: 31916913 PMCID: PMC8697645 DOI: 10.1187/cbe.19-03-0056] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2019] [Revised: 10/11/2019] [Accepted: 10/22/2019] [Indexed: 06/02/2023]
Abstract
Evolutionary theory explains a wide range of biological phenomena. Proper understanding of evolutionary mechanisms such as natural selection is therefore an essential goal for biology education. Unfortunately, natural selection has time and again proven difficult to teach and learn, and students' resulting understanding is often characterized by misconceptions. Previous research has often focused on the importance of certain key concepts such as variation, differential survival, and change in population. However, so-called threshold concepts (randomness, probability, spatial scale, and temporal scales) have also been suggested to be important for understanding of natural selection, but there is currently limited knowledge about how students use these concepts. We sought to address this lack of knowledge by collecting responses to three different natural selection items from 247 university students from Sweden and Germany. Content analysis (deductive and inductive coding) and subsequent statistical analysis of their responses showed that they overall use some spatial scale indicators, such as individuals and populations, but less often randomness or probability in their explanations. However, frequencies of use of threshold concepts were affected by the item context (e.g., the biological taxa and trait gain or loss). The results suggest that the impact of threshold concepts, especially randomness and probability, on natural selection understanding should be further explored.
Collapse
Affiliation(s)
- Andreas Göransson
- Department of Science and Technology, Linköping University, SE-601 74 Norrköping, Sweden
| | - Daniel Orraryd
- Department of Behavioural Sciences and Learning, Linköping University, SE-601 74 Norrköping, Sweden
| | - Daniela Fiedler
- Department of Biology Education, IPN–Leibniz Institute for Science and Mathematics Education, 24118 Kiel, Germany
| | - Lena A. E. Tibell
- Department of Science and Technology, Linköping University, SE-601 74 Norrköping, Sweden
| |
Collapse
|
17
|
Walck-Shannon E, Batzli J, Pultorak J, Boehmer H. Biological Variation as a Threshold Concept: Can We Measure Threshold Crossing? CBE LIFE SCIENCES EDUCATION 2019; 18:ar36. [PMID: 31418654 PMCID: PMC6755314 DOI: 10.1187/cbe.18-12-0241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2018] [Revised: 04/15/2019] [Accepted: 04/18/2019] [Indexed: 06/10/2023]
Abstract
Threshold concepts are fundamental to a discipline and, once understood, transform students' understanding and perception of the subject. Despite the value of threshold concepts as a learning "portal" for heuristic purposes, there is limited empirical evidence of threshold crossing or achieving mastery. As a threshold concept, biological variation within species is fundamental to understanding evolution and provides a target for analyzing threshold crossing. We aimed to 1) examine student understanding of variation using four dimensions of a threshold concept (discursive, troublesome, liminal, and integrative), 2) measure "threshold crossing," and 3) investigate the utility of the threshold concept framework to curriculum design. We conducted semistructured interviews of 29 students affiliated with a "variation-enriched" curriculum in a cross-sectional design with precurriculum, current, and postcurriculum groups (Pre, Current, and Post) and an outgroup of three postbaccalaureate advanced learners (Outgroup). Interview transcripts revealed that Current students expand their "variation discourse," while the Post group and Outgroup displayed conformity in word choice about variation. The Post and Current groups displayed less troublesome and more integrative responses. Pre, Post, and Outgroup explanations' revealed liminality, with discomfort and uncertainty regardless of accuracy. When we combined all four threshold concept dimensions for each respondent, patterns indicative of threshold crossing emerged along with new insight regarding curricular design.
Collapse
Affiliation(s)
- Elise Walck-Shannon
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) and Department of Biology, Washington University in St. Louis, St. Louis, MO 63130
| | - Janet Batzli
- Biology Core Curriculum (Biocore), University of Wisconsin–Madison, Madison, WI 53706
| | - Josh Pultorak
- Wisconsin Institute for Discovery and Department of Integrative Biology, University of Wisconsin–Madison, Madison, WI 53706
| | - Hailey Boehmer
- Biology Core Curriculum (Biocore), University of Wisconsin–Madison, Madison, WI 53706
| |
Collapse
|
18
|
Gauthier A, Jantzen S, McGill G, Jenkinson J. Molecular Concepts Adaptive Assessment (MCAA) Characterizes Undergraduate Misconceptions about Molecular Emergence. CBE LIFE SCIENCES EDUCATION 2019; 18:ar4. [PMID: 30707639 PMCID: PMC6757223 DOI: 10.1187/cbe.17-12-0267] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2017] [Revised: 10/23/2018] [Accepted: 10/26/2018] [Indexed: 06/02/2023]
Abstract
This paper discusses the results of two experiments assessing undergraduate students' beliefs about the random nature of molecular environments. Experiment 1 involved the implementation of a pilot adaptive assessment ( n = 773) and focus group discussions with undergraduate students enrolled in first- through third-year biology courses; experiment 2 involved the distribution of the redesigned adaptive assessment to the same population of students in three consecutive years ( n = 1170). The overarching goal of the study was to provide a detailed characterization of learners' perceptions and beliefs regarding molecular agency, environments, and diffusion and whether or not those beliefs change over time. Our results indicated that advanced learners hold as many misconceptions as novice learners and that confidence in their misconceptions increases as they advance through their undergraduate education. In particular, students' understanding of random/Brownian motion is complex and highly contextual, suggesting that the way in which we teach biology does not adequately remediate students' preconceived notions of molecular agency and may actually reinforce them.
Collapse
Affiliation(s)
- Andrea Gauthier
- Institute of Medical Science, University of Toronto, Toronto, ON M5S 1A8, Canada
| | - Stuart Jantzen
- Biomedical Communications, Department of Biology, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada
| | - Gaël McGill
- Center for Molecular and Cellular Dynamics, Harvard Medical School, Boston, MA 02115
| | - Jodie Jenkinson
- Institute of Medical Science, University of Toronto, Toronto, ON M5S 1A8, Canada
- Biomedical Communications, Department of Biology, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada
| |
Collapse
|
19
|
Jenkinson J. Molecular Biology Meets the Learning Sciences: Visualizations in Education and Outreach. J Mol Biol 2018; 430:4013-4027. [DOI: 10.1016/j.jmb.2018.08.020] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2018] [Revised: 08/10/2018] [Accepted: 08/22/2018] [Indexed: 10/28/2022]
|
20
|
Goodsell DS, Jenkinson J. Molecular Illustration in Research and Education: Past, Present, and Future. J Mol Biol 2018; 430:3969-3981. [PMID: 29752966 DOI: 10.1016/j.jmb.2018.04.043] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2018] [Revised: 04/26/2018] [Accepted: 04/30/2018] [Indexed: 01/26/2023]
Abstract
Two-dimensional illustration is used extensively to study and disseminate the results of structural molecular biology. Molecular graphics methods have been and continue to be developed to address the growing needs of the structural biology community, and there are currently many effective, turn-key methods for displaying and exploring molecular structure. Building on decades of experience in design, best-practice resources are available to guide creation of illustrations that are effective for research and education communities.
Collapse
Affiliation(s)
- David S Goodsell
- Department of Integrative Structural and Computational Biology, The Scripps Research Institute, La Jolla, CA 92037, USA; RCSB Protein Data Bank & Center for Integrative Proteomics Research, Rutgers State University, Piscataway, NJ 08854, USA.
| | - Jodie Jenkinson
- Biomedical Communications, Department of Biology, University of Toronto, Mississauga, ON L5L 1C6, Canada
| |
Collapse
|
21
|
Balgopal MM, Casper AMA, Wallace AM, Laybourn PJ, Brisch E. Writing Matters: Writing-to-Learn Activities Increase Undergraduate Performance in Cell Biology. Bioscience 2018. [DOI: 10.1093/biosci/biy042] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Affiliation(s)
| | | | | | - Paul J Laybourn
- Department of Biochemistry and Molecular Biology, Colorado State University, Fort Collins
| | - Ellen Brisch
- Department of Bioscience, Minnesota State University, Moorhead
| |
Collapse
|
22
|
Kohn KP, Underwood SM, Cooper MM. Energy Connections and Misconnections across Chemistry and Biology. CBE LIFE SCIENCES EDUCATION 2018; 17:17/1/ar3. [PMID: 29351907 PMCID: PMC6007765 DOI: 10.1187/cbe.17-08-0169] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2017] [Revised: 10/06/2017] [Accepted: 10/16/2017] [Indexed: 05/09/2023]
Abstract
Despite the number of university students who take courses in multiple science disciplines, little is known about how they connect concepts between disciplines. Energy is a concept that underlies all scientific phenomena and, as such, provides an appropriate context in which to investigate student connections and misconnections across disciplines. In this study, university students concurrently enrolled in introductory chemistry and biology were interviewed to explore their perceptions of the integration of energy both within and across the disciplines, and how they attempted to accommodate and reconcile different disciplinary approaches to energy, to inform future, interdisciplinary course reform. Findings suggest that, while students believed energy to be important to the scientific world and to the disciplines of biology and chemistry, the extent to which it was seen as central to success in their courses varied. Differences were also apparent in students' descriptions of the molecular-level mechanisms by which energy transfer occurs. These findings reveal a disconnect between how energy is understood and used in introductory science course work and uncovers opportunities to make stronger connections across the disciplines. We recommend that instructors engage in interdisciplinary conversations and consider the perspectives and goals of other disciplines when teaching introductory science courses.
Collapse
Affiliation(s)
- Kathryn P Kohn
- Department of Chemistry, Michigan State University, East Lansing, MI 48824-1322
| | - Sonia M Underwood
- Department of Chemistry & Biochemistry and STEM Transformation Institute, Florida International University, Miami, FL 33199-2516
| | - Melanie M Cooper
- Department of Chemistry, Michigan State University, East Lansing, MI 48824-1322
| |
Collapse
|
23
|
Gouvea J. Alternative Perspectives on Students' Reasoning about Emergent Processes. CBE LIFE SCIENCES EDUCATION 2018; 17:17/1/fe2. [PMID: 29440072 PMCID: PMC6007779 DOI: 10.1187/cbe.18-01-0001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This installment of Current Insights highlights two recent and different perspectives on elementary and secondary school students’ reasoning about emergent processes.
Collapse
|
24
|
Ziadie MA, Andrews TC. Moving Evolution Education Forward: A Systematic Analysis of Literature to Identify Gaps in Collective Knowledge for Teaching. CBE LIFE SCIENCES EDUCATION 2018; 17:17/1/ar11. [PMID: 29420183 PMCID: PMC6007767 DOI: 10.1187/cbe.17-08-0190] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2017] [Revised: 11/13/2017] [Accepted: 11/22/2017] [Indexed: 05/17/2023]
Abstract
Evolution is a unifying theory in biology and is challenging for undergraduates to learn. An instructor's ability to help students learn is influenced by pedagogical content knowledge (PCK), which is topic-specific knowledge of teaching and learning. Instructors need PCK for every topic they teach, which is a tremendous body of knowledge to develop alone. However, investigations of undergraduate thinking and learning have produced collective PCK that is available in peer-reviewed literature. Currently, it is unclear whether the collective PCK available adequately addresses the topics in evolution that college instructors teach. We systematically examined existing literature to determine what collective PCK for teaching evolution is available and what is missing. We conducted an exhaustive literature search and analyzed 316 relevant papers to determine: the evolutionary topics addressed; whether the focus was student thinking, assessment, instructional strategies, or goals; and the type of work (e.g., empirical, literature review). We compared the collective PCK available in the literature with the topics taught in a sample of 32 undergraduate evolution courses around the country. On the basis of our findings, we propose priorities for the evolution education research community and propose that PCK is a useful lens for guiding future research on teaching and learning biology.
Collapse
Affiliation(s)
- M A Ziadie
- Department of Genetics, University of Georgia, Athens, GA 30602
| | - T C Andrews
- Department of Genetics, University of Georgia, Athens, GA 30602
| |
Collapse
|
25
|
Champagne Queloz A, Klymkowsky MW, Stern E, Hafen E, Köhler K. Diagnostic of students' misconceptions using the Biological Concepts Instrument (BCI): A method for conducting an educational needs assessment. PLoS One 2017; 12:e0176906. [PMID: 28493960 PMCID: PMC5426623 DOI: 10.1371/journal.pone.0176906] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2016] [Accepted: 04/19/2017] [Indexed: 11/18/2022] Open
Abstract
Concept inventories, constructed based on an analysis of students’ thinking and their explanations of scientific situations, serve as diagnostics for identifying misconceptions and logical inconsistencies and provide data that can help direct curricular reforms. In the current project, we distributed the Biological Concepts Instrument (BCI) to 17-18-year-old students attending the highest track of the Swiss school system (Gymnasium). Students’ performances on many questions related to evolution, genetics, molecular properties and functions were diverse. Important common misunderstandings were identified in the areas of evolutionary processes, molecular properties and an appreciation of stochastic processes in biological systems. Our observations provide further evidence that the BCI is efficient in identifying specific areas where targeted instruction is required. Based on these observations we have initiated changes at several levels to reconsider how biological systems are presented to university biology studies with the goal of improving student’s foundational understanding.
Collapse
Affiliation(s)
| | - Michael W. Klymkowsky
- Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, Colorado, United States of America
| | - Elsbeth Stern
- Institute for Educational Science, ETH Zürich, ETH Zürich, Zürich, Switzerland
| | - Ernst Hafen
- Institute of Molecular Systems Biology, ETH Zürich, Zürich, Switzerland
| | - Katja Köhler
- Institute of Molecular Systems Biology, ETH Zürich, Zürich, Switzerland
| |
Collapse
|
26
|
Shi J, Knight JK, Chun H, Guild NA, Martin JM. Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-3. [PMID: 28512521 PMCID: PMC5410762 DOI: 10.1128/jmbe.v18i1.1195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/22/2016] [Accepted: 12/15/2016] [Indexed: 06/07/2023]
Abstract
Understanding how different types of molecules move through cell membranes is a fundamental part of cell biology. To identify and address student misconceptions surrounding molecular movement through cell membranes, we surveyed student understanding on this topic using pre-class questions, in-class clicker questions, and subsequent exam questions in a large introductory biology course. Common misconceptions identified in student responses to the pre-class assessment questions were used to generate distractors for clicker questions. Two-tier diagnostic clicker questions were used to probe incoming common student misconceptions (first tier) and their reasoning (second tier). Two subsequent lectures with assessment clicker questions were used to help students construct a new framework to understand molecular movement through cell membranes. Comparison of pre-assessment and post-assessment (exam) performance showed dramatic improvement in students' understanding of molecular movement: student answers to exam questions were 74.6% correct with correct reasoning while only 1.3% of the student answers were correct with correct reasoning on the pre-class assessment. Our results show that students' conceptual understanding of molecular movement through cell membranes progressively increases through discussions of a series of clicker questions and suggest that this clicker-based teaching strategy was highly effective in correcting common student misconceptions on this topic.
Collapse
Affiliation(s)
- J. Shi
- Department of Integrative Physiology, University of Colorado Boulder, Boulder, CO 80309
| | - Jennifer K. Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309
| | - Hyonho Chun
- Department of Statistics, Purdue University, West Lafayette, IN 47907
| | - Nancy A. Guild
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309
| | - Jennifer M. Martin
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309
| |
Collapse
|
27
|
Luckie DB, Hoskinson AM, Griffin CE, Hess AL, Price KJ, Tawa A, Thacker SM. Integrating Concepts in Biology Textbook Increases Learning: Assessment Triangulation Using Concept Inventory, Card Sorting, and MCAT Instruments, Followed by Longitudinal Tracking. CBE LIFE SCIENCES EDUCATION 2017; 16:16/2/ar20. [PMID: 28389429 PMCID: PMC5459238 DOI: 10.1187/cbe.16-06-0204] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2016] [Revised: 01/25/2017] [Accepted: 01/30/2017] [Indexed: 05/29/2023]
Abstract
The purpose of this study was to examine the educational impact of an intervention, the inquiry-focused textbook Integrating Concepts in Biology (ICB), when used in a yearlong introductory biology course sequence. Student learning was evaluated using three published instruments: 1) The Biology Concept Inventory probed depth of student mastery of fundamental concepts in organismal and cellular topics when confronting misconceptions as distractors. ICB students had higher gains in all six topic categories (+43% vs. peers overall, p < 0.01). 2) The Biology Card Sorting Task assessed whether students organized biological ideas more superficially, as novices do, or based on deeper concepts, like experts. The frequency with which ICB students connected deep-concept pairs, or triplets, was similar to peers; but deep understanding of structure/function was much higher (for pairs: 77% vs. 25%, p < 0.01). 3) A content-focused Medical College Admission Test (MCAT) posttest compared ICB student content knowledge with that of peers from 15 prior years. Historically, MCAT performance for each semester ranged from 53% to 64%; the ICB cohort scored 62%, in the top quintile. Longitudinal tracking in five upper-level science courses the following year found ICB students outperformed peers in physiology (85% vs. 80%, p < 0.01).
Collapse
Affiliation(s)
- Douglas B Luckie
- Lyman Briggs College, Michigan State University, East Lansing, MI 48825
- STEM Learning Laboratory, Michigan State University, East Lansing, MI 48825
- Department of Physiology, Michigan State University, East Lansing, MI 48825
| | - Anne-Marie Hoskinson
- Department of Biology and Microbiology, South Dakota State University, Brookings, SD 57007
| | - Caleigh E Griffin
- Lyman Briggs College, Michigan State University, East Lansing, MI 48825
- STEM Learning Laboratory, Michigan State University, East Lansing, MI 48825
| | - Andrea L Hess
- Lyman Briggs College, Michigan State University, East Lansing, MI 48825
- STEM Learning Laboratory, Michigan State University, East Lansing, MI 48825
| | - Katrina J Price
- Lyman Briggs College, Michigan State University, East Lansing, MI 48825
- STEM Learning Laboratory, Michigan State University, East Lansing, MI 48825
| | - Alex Tawa
- Lyman Briggs College, Michigan State University, East Lansing, MI 48825
- STEM Learning Laboratory, Michigan State University, East Lansing, MI 48825
| | - Samantha M Thacker
- Lyman Briggs College, Michigan State University, East Lansing, MI 48825
- STEM Learning Laboratory, Michigan State University, East Lansing, MI 48825
| |
Collapse
|
28
|
Briggs AG, Hughes LE, Brennan RE, Buchner J, Horak REA, Amburn DSK, McDonald AH, Primm TP, Smith AC, Stevens AM, Yung SB, Paustian TD. Concept Inventory Development Reveals Common Student Misconceptions about Microbiology. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-55. [PMID: 29854046 PMCID: PMC5976041 DOI: 10.1128/jmbe.v18i3.1319] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2017] [Accepted: 06/13/2017] [Indexed: 05/16/2023]
Abstract
Misconceptions, or alternative conceptions, are incorrect understandings that students have incorporated into their prior knowledge. The goal of this study was the identification of misconceptions in microbiology held by undergraduate students upon entry into an introductory, general microbiology course. This work was the first step in developing a microbiology concept inventory based on the American Society for Microbiology's Recommended Curriculum Guidelines for Undergraduate Microbiology. Responses to true/false (T/F) questions accompanied by written explanations by undergraduate students at a diverse set of institutions were used to reveal misconceptions for fundamental microbiology concepts. These data were analyzed to identify the most difficult core concepts, misalignment between explanations and answer choices, and the most common misconceptions for each core concept. From across the core concepts, nineteen misconception themes found in at least 5% of the coded answers for a given question were identified. The top five misconceptions, with coded responses ranging from 19% to 43% of the explanations, are described, along with suggested classroom interventions. Identification of student misconceptions in microbiology provides a foundation upon which to understand students' prior knowledge and to design appropriate tools for improving instruction in microbiology.
Collapse
Affiliation(s)
- Amy G. Briggs
- Department of Biology, Beloit College, Beloit, WI 53511
| | - Lee E. Hughes
- Department of Biological Sciences, University of North Texas, Denton, TX 76203
- Corresponding author. Mailing address: Department of Biological Sciences, University of North Texas, 1155 Union Circle #305220, Denton, TX 76203. Phone: 940-565-4137. E-mail:
| | - Robert E. Brennan
- Department of Biology, University of Central Oklahoma, Edmond, OK 73034
| | - John Buchner
- Department of Cell Biology and Molecular Genetics, University of Maryland, College Park, MD 20742
| | | | | | - Ann H. McDonald
- Department of Biology, Concordia University Wisconsin, Mequon, WI 53097
| | - Todd P. Primm
- Department of Biological Sciences and Professional & Academic Center for Excellence, Sam Houston State University, Huntsville, TX 77341
| | - Ann C. Smith
- Office of Undergraduate Studies, University of Maryland, College Park, MD 20742
| | - Ann M. Stevens
- Department of Biological Sciences, Virginia Tech, Blacksburg, VA 24061
| | - Sunny B. Yung
- Department of Biological Sciences and Professional & Academic Center for Excellence, Sam Houston State University, Huntsville, TX 77341
| | - Timothy D. Paustian
- Department of Bacteriology, University of Wisconsin-Madison, Madison, WI 53706
| |
Collapse
|
29
|
Fiedler D, Tröbst S, Harms U. University Students' Conceptual Knowledge of Randomness and Probability in the Contexts of Evolution and Mathematics. CBE LIFE SCIENCES EDUCATION 2017; 16:16/2/ar38. [PMID: 28572180 PMCID: PMC5459256 DOI: 10.1187/cbe.16-07-0230] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Revised: 03/16/2017] [Accepted: 03/20/2017] [Indexed: 06/02/2023]
Abstract
Students of all ages face severe conceptual difficulties regarding key aspects of evolution-the central, unifying, and overarching theme in biology. Aspects strongly related to abstract "threshold" concepts like randomness and probability appear to pose particular difficulties. A further problem is the lack of an appropriate instrument for assessing students' conceptual knowledge of randomness and probability in the context of evolution. To address this problem, we have developed two instruments, Randomness and Probability Test in the Context of Evolution (RaProEvo) and Randomness and Probability Test in the Context of Mathematics (RaProMath), that include both multiple-choice and free-response items. The instruments were administered to 140 university students in Germany, then the Rasch partial-credit model was applied to assess them. The results indicate that the instruments generate reliable and valid inferences about students' conceptual knowledge of randomness and probability in the two contexts (which are separable competencies). Furthermore, RaProEvo detected significant differences in knowledge of randomness and probability, as well as evolutionary theory, between biology majors and preservice biology teachers.
Collapse
Affiliation(s)
- Daniela Fiedler
- Department of Biology Education, Leibniz Institute for Science and Mathematics Education at Kiel University, 24118 Kiel, Germany
| | - Steffen Tröbst
- Institute of Educational Sciences at Kiel University, 24118 Kiel, Germany
| | - Ute Harms
- Department of Biology Education, Leibniz Institute for Science and Mathematics Education at Kiel University, 24118 Kiel, Germany
| |
Collapse
|
30
|
Bissonnette SA, Combs ED, Nagami PH, Byers V, Fernandez J, Le D, Realin J, Woodham S, Smith JI, Tanner KD. Using the Biology Card Sorting Task to Measure Changes in Conceptual Expertise during Postsecondary Biology Education. CBE LIFE SCIENCES EDUCATION 2017; 16:16/1/ar14. [PMID: 28213584 PMCID: PMC5332040 DOI: 10.1187/cbe.16-09-0273] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2016] [Revised: 12/13/2016] [Accepted: 12/18/2016] [Indexed: 05/09/2023]
Abstract
While there have been concerted efforts to reform undergraduate biology toward teaching students to organize their conceptual knowledge like experts, there are few tools that attempt to measure this. We previously developed the Biology Card Sorting Task (BCST), designed to probe how individuals organize their conceptual biological knowledge. Previous results showed the BCST could differentiate between different populations, namely non-biology majors (NBM) and biology faculty (BF). In this study, we administered the BCST to three additional populations, using a cross-sectional design: entering biology majors (EBM), advanced biology majors (ABM), and biology graduate students (BGS). Intriguingly, ABM did not initially sort like experts any more frequently than EBM. However, once the deep-feature framework was revealed, ABM were able to sort like experts more readily than did EBM. These results are consistent with the conclusion that biology education enables advanced biology students to use an expert-like conceptual framework. However, these results are also consistent with a process of "selection," wherein students who persist in the major may have already had an expert-like conceptual framework to begin with. These results demonstrate the utility of the BCST in measuring differences between groups of students over the course of their undergraduate education.
Collapse
Affiliation(s)
- Sarah A Bissonnette
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| | - Elijah D Combs
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| | - Paul H Nagami
- Department of Biology, Laney College, Oakland, CA 94607
- Division of Math and Science, Holy Names University, Oakland, CA 94619
| | - Victor Byers
- Division of Math and Science, Holy Names University, Oakland, CA 94619
| | - Juliana Fernandez
- Division of Math and Science, Holy Names University, Oakland, CA 94619
| | - Dinh Le
- Division of Math and Science, Holy Names University, Oakland, CA 94619
| | - Jared Realin
- Division of Math and Science, Holy Names University, Oakland, CA 94619
| | - Selina Woodham
- Division of Math and Science, Holy Names University, Oakland, CA 94619
| | - Julia I Smith
- Division of Math and Science, Holy Names University, Oakland, CA 94619
| | - Kimberly D Tanner
- Department of Biology, San Francisco State University, San Francisco, CA 94132
| |
Collapse
|
31
|
Lee TW, Grogan KE, Liepkalns JS. Making evolution stick: using sticky notes to teach the mechanisms of evolutionary change. Evolution 2017; 10:11. [PMID: 36873251 PMCID: PMC9979970 DOI: 10.1186/s12052-017-0074-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
Evolution and its mechanisms of action are concepts that unite all aspects of biology, but remain some of the most difficult for students to understand. To address this challenge, we designed a hands-on activity that introduces fundamental mechanisms of evolutionary change: natural selection, genetic drift, and gene flow. In small groups, students use a population of sticky notes to reveal the consequences of each mechanism on phenotype frequency. In a followup homework assignment, students then explore how changes in phenotype frequency reflect changes in allele frequency in the population. This activity is suitable for anyone learning the basics of evolution, from high-school through the undergraduate level. We have provided detailed instructions, in-class worksheets, follow-up homework, and extensions that allow the activity to be simplified or made more complex as needed. In our own classrooms, we have observed that the concrete and collaborative nature of this activity enables students to deepen their understanding of the mechanisms through which evolution occurs. We have designed this study such that, in completing this activity, we hope to offer students the opportunity to confront potential misconceptions about evolution and gain a solid foundation for future explorations in the discipline.
Collapse
Affiliation(s)
- Teresa W. Lee
- Department of Cell Biology, Emory University, Atlanta, GA 30322, USA
- Correspondence:
| | | | | |
Collapse
|
32
|
Lundquist K, Herndon C, Harty TH, Gumbart JC. Accelerating the use of molecular modeling in the high school classroom with VMD Lite. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2016; 44:124-129. [PMID: 26751137 DOI: 10.1002/bmb.20940] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2015] [Accepted: 11/11/2015] [Indexed: 06/05/2023]
Abstract
It is often difficult for students to develop an intuition about molecular processes, which occur in a realm far different from day-to-day life. For example, thermal fluctuations take on hurricane-like proportions at the molecular scale. Students need a way to visualize realistic depictions of molecular processes to appreciate them. To this end, we have developed a simplified graphical interface to the widely used molecular visualization and analysis tool Visual Molecular Dynamics (VMD) called VMD lite. We demonstrate the use of VMD lite through a module on diffusion and the hydrophobic effect as they relate to membrane formation. Trajectories from molecular dynamics simulations, which students can interact with freely, illustrate the dynamical behavior of lipid molecules and water. VMD lite was tested by ∼70 students with overall positive reception. Remaining deficiencies in conceptual understanding were noted, however, and the module has been revised in response.
Collapse
Affiliation(s)
- Karl Lundquist
- School of Physics, Georgia Institute of Technology, Atlanta, Georgia, 30332
| | - Conner Herndon
- School of Physics, Georgia Institute of Technology, Atlanta, Georgia, 30332
| | - Tyson H Harty
- Jasper County High School, Monticello, Georgia, 31064
| | - James C Gumbart
- School of Physics, Georgia Institute of Technology, Atlanta, Georgia, 30332
| |
Collapse
|
33
|
Batzli JM, Knight JK, Hartley LM, Maskiewicz AC, Desy EA. Crossing the Threshold: Bringing Biological Variation to the Foreground. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/es9. [PMID: 27856553 PMCID: PMC5132383 DOI: 10.1187/cbe.15-10-0221] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2015] [Revised: 06/15/2016] [Accepted: 06/21/2016] [Indexed: 06/02/2023]
Abstract
Threshold concepts have been referred to as "jewels in the curriculum": concepts that are key to competency in a discipline but not taught explicitly. In biology, researchers have proposed the idea of threshold concepts that include such topics as variation, randomness, uncertainty, and scale. In this essay, we explore how the notion of threshold concepts can be used alongside other frameworks meant to guide instructional and curricular decisions, and we examine the proposed threshold concept of variation and how it might influence students' understanding of core concepts in biology focused on genetics and evolution. Using dimensions of scientific inquiry, we outline a schema that may allow students to experience and apply the idea of variation in such a way that it transforms their future understanding and learning of genetics and evolution. We encourage others to consider the idea of threshold concepts alongside the Vision and Change core concepts to provide a lens for targeted instruction and as an integrative bridge between concepts and competencies.
Collapse
Affiliation(s)
- Janet M Batzli
- Biology Core Curriculum (Biocore), University of Wisconsin-Madison, Madison, WI 53706
| | - Jennifer K Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
| | - Laurel M Hartley
- Department of Integrative Biology, University of Colorado Denver, Denver, CO 80217
| | | | - Elizabeth A Desy
- Department of Science, Southwest Minnesota State University, Marshall, MN 56258
| |
Collapse
|
34
|
Newman DL, Snyder CW, Fisk JN, Wright LK. Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool. CBE LIFE SCIENCES EDUCATION 2016; 15:15/2/ar9. [PMID: 27055775 PMCID: PMC4909347 DOI: 10.1187/cbe.15-06-0124] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2015] [Revised: 01/21/2016] [Accepted: 01/21/2016] [Indexed: 05/23/2023]
Abstract
Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select-format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N= 54), and large-scale beta testing (N= 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use.
Collapse
Affiliation(s)
- Dina L Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Christopher W Snyder
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - J Nick Fisk
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - L Kate Wright
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| |
Collapse
|
35
|
Klymkowsky MW, Rentsch JD, Begovic E, Cooper MM. The Design and Transformation of Biofundamentals: A Nonsurvey Introductory Evolutionary and Molecular Biology Course. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/ar70. [PMID: 27909020 PMCID: PMC5132367 DOI: 10.1187/cbe.16-03-0142] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2016] [Revised: 06/01/2016] [Accepted: 06/25/2016] [Indexed: 05/24/2023]
Abstract
Many introductory biology courses amount to superficial surveys of disconnected topics. Often, foundational observations and the concepts derived from them and students' ability to use these ideas appropriately are overlooked, leading to unrealistic expectations and unrecognized learning obstacles. The result can be a focus on memorization at the expense of the development of a meaningful framework within which to consider biological phenomena. About a decade ago, we began a reconsideration of what an introductory course should present to students and the skills they need to master. The original Web-based course's design presaged many of the recommendations of the Vision and Change report; in particular, a focus on social evolutionary mechanisms, stochastic (evolutionary and molecular) processes, and core ideas (cellular continuity, evolutionary homology, molecular interactions, coupled chemical reactions, and molecular machines). Inspired by insights from the Chemistry, Life, the Universe & Everything general chemistry project, we transformed the original Web version into a (freely available) book with a more unified narrative flow and a set of formative assessments delivered through the beSocratic system. We outline how student responses to course materials are guiding future course modifications, in particular a more concerted effort at helping students to construct logical, empirically based arguments, explanations, and models.
Collapse
Affiliation(s)
- Michael W Klymkowsky
- Molecular, Cellular & Developmental Biology, University of Colorado-Boulder, Boulder, CO 80309
| | - Jeremy D Rentsch
- Molecular, Cellular & Developmental Biology, University of Colorado-Boulder, Boulder, CO 80309
| | - Emina Begovic
- Molecular, Cellular & Developmental Biology, University of Colorado-Boulder, Boulder, CO 80309
| | - Melanie M Cooper
- Department of Chemistry, Michigan State University, East Lansing, MI 48823
| |
Collapse
|
36
|
Prevost LB, Smith MK, Knight JK. Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/ar65. [PMID: 27909016 PMCID: PMC5132362 DOI: 10.1187/cbe.15-12-0267] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2015] [Revised: 05/23/2016] [Accepted: 05/25/2016] [Indexed: 05/25/2023]
Abstract
Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mutation potentially impacts replication, transcription, and translation. We then used computer-assisted lexical analysis combined with human scoring to categorize student responses. The lexical analysis models showed high agreement with human scoring, demonstrating that this approach can be successfully used to analyze large numbers of student written responses. The results of this analysis show that students' ideas about one process in the central dogma can affect their thinking about subsequent and previous processes, leading to mixed models of conceptual understanding.
Collapse
Affiliation(s)
- Luanna B Prevost
- Department of Integrative Biology, University of South Florida, Tampa, FL 33620
| | - Michelle K Smith
- School of Biology and Ecology and Maine Center for Research in STEM Education, University of Maine-Orono, Orono, ME 04469
| | - Jennifer K Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309
| |
Collapse
|
37
|
Trujillo CM, Anderson TR, Pelaez NJ. Exploring the MACH Model's Potential as a Metacognitive Tool to Help Undergraduate Students Monitor Their Explanations of Biological Mechanisms. CBE LIFE SCIENCES EDUCATION 2016; 15:ar12. [PMID: 27252295 PMCID: PMC4909334 DOI: 10.1187/cbe.15-03-0051] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2015] [Revised: 02/14/2016] [Accepted: 02/14/2016] [Indexed: 05/24/2023]
Abstract
When undergraduate biology students learn to explain biological mechanisms, they face many challenges and may overestimate their understanding of living systems. Previously, we developed the MACH model of four components used by expert biologists to explain mechanisms: Methods, Analogies, Context, and How. This study explores the implementation of the model in an undergraduate biology classroom as an educational tool to address some of the known challenges. To find out how well students' written explanations represent components of the MACH model before and after they were taught about it and why students think the MACH model was useful, we conducted an exploratory multiple case study with four interview participants. We characterize how two students explained biological mechanisms before and after a teaching intervention that used the MACH components. Inductive analysis of written explanations and interviews showed that MACH acted as an effective metacognitive tool for all four students by helping them to monitor their understanding, communicate explanations, and identify explanatory gaps. Further research, though, is needed to more fully substantiate the general usefulness of MACH for promoting students' metacognition about their understanding of biological mechanisms.
Collapse
Affiliation(s)
- Caleb M Trujillo
- Purdue International Biology Education Research Group (PIBERG), Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
| | - Trevor R Anderson
- Visualization in Biochemistry Education (VIBE) Research Group, Department of Chemistry, Purdue University, West Lafayette, IN 47907
| | - Nancy J Pelaez
- Purdue International Biology Education Research Group (PIBERG), Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
| |
Collapse
|
38
|
Couch BA, Knight JK. A Comparison of Two Low-Stakes Methods for Administering a Program-Level Biology Concept Assessment. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2015; 16:178-85. [PMID: 26753025 PMCID: PMC4690558 DOI: 10.1128/jmbe.v16i2.953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
Concept assessments are used commonly in undergraduate science courses to assess student learning and diagnose areas of student difficulty. While most concept assessments align with the content of individual courses or course topics, some concept assessments have been developed for use at the programmatic level to gauge student progress and achievement over a series of courses or an entire major. The broad scope of a program-level assessment, which exceeds the content of any single course, creates several test administration issues, including finding a suitable time for students to take the assessment and adequately incentivizing student participation. These logistical considerations must also be weighed against test security and the ability of students to use unauthorized resources that could compromise test validity. To understand how potential administration methods affect student outcomes, we administered the Molecular Biology Capstone Assessment (MBCA) to three pairs of matched upper-division courses in two ways: an online assessment taken by students outside of class and a paper-based assessment taken during class. We found that overall test scores were not significantly different and that individual item difficulties were highly correlated between these two administration methods. However, in-class administration resulted in reduced completion rates of items at the end of the assessment. Taken together, these results suggest that an online, outside-of-class administration produces scores that are comparable to a paper-based, in-class format and has the added advantages that instructors do not have to dedicate class time and students are more likely to complete the entire assessment.
Collapse
Affiliation(s)
- Brian A. Couch
- School of Biological Sciences, University of Nebraska, Lincoln, NE 68588
- Corresponding author. Mailing address: 204 Manter, Lincoln, NE 68588-0118. Phone: 402-472-8130. Fax: 402-472-2083. E-mail:
| | - Jennifer K. Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
| |
Collapse
|
39
|
Couch BA, Wood WB, Knight JK. The molecular biology capstone assessment: a concept assessment for upper-division molecular biology students. CBE LIFE SCIENCES EDUCATION 2015; 14:ar10. [PMID: 25713098 PMCID: PMC4353076 DOI: 10.1187/cbe.14-04-0071] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2014] [Revised: 11/19/2014] [Accepted: 11/19/2014] [Indexed: 05/08/2023]
Abstract
Measuring students' conceptual understandings has become increasingly important to biology faculty members involved in evaluating and improving departmental programs. We developed the Molecular Biology Capstone Assessment (MBCA) to gauge comprehension of fundamental concepts in molecular and cell biology and the ability to apply these concepts in novel scenarios. Targeted at graduating students, the MBCA consists of 18 multiple-true/false (T/F) questions. Each question consists of a narrative stem followed by four T/F statements, which allows a more detailed assessment of student understanding than the traditional multiple-choice format. Questions were iteratively developed with extensive faculty and student feedback, including validation through faculty reviews and response validation through student interviews. The final assessment was taken online by 504 students in upper-division courses at seven institutions. Data from this administration indicate that the MBCA has acceptable levels of internal reliability (α=0.80) and test-retest stability (r=0.93). Students achieved a wide range of scores with a 67% overall average. Performance results suggest that students have an incomplete understanding of many molecular biology concepts and continue to hold incorrect conceptions previously documented among introductory-level students. By pinpointing areas of conceptual difficulty, the MBCA can provide faculty members with guidance for improving undergraduate biology programs.
Collapse
Affiliation(s)
- Brian A Couch
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
| | - William B Wood
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
| | - Jennifer K Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
| |
Collapse
|
40
|
Trujillo CM, Anderson TR, Pelaez NJ. A model of how different biology experts explain molecular and cellular mechanisms. CBE LIFE SCIENCES EDUCATION 2015; 14:14:ar20. [PMID: 25999313 PMCID: PMC4477736 DOI: 10.1187/cbe.14-12-0229] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2014] [Revised: 02/14/2015] [Accepted: 02/20/2015] [Indexed: 05/24/2023]
Abstract
Constructing explanations is an essential skill for all science learners. The goal of this project was to model the key components of expert explanation of molecular and cellular mechanisms. As such, we asked: What is an appropriate model of the components of explanation used by biology experts to explain molecular and cellular mechanisms? Do explanations made by experts from different biology subdisciplines at a university support the validity of this model? Guided by the modeling framework of R. S. Justi and J. K. Gilbert, the validity of an initial model was tested by asking seven biologists to explain a molecular mechanism of their choice. Data were collected from interviews, artifacts, and drawings, and then subjected to thematic analysis. We found that biologists explained the specific activities and organization of entities of the mechanism. In addition, they contextualized explanations according to their biological and social significance; integrated explanations with methods, instruments, and measurements; and used analogies and narrated stories. The derived methods, analogies, context, and how themes informed the development of our final MACH model of mechanistic explanations. Future research will test the potential of the MACH model as a guiding framework for instruction to enhance the quality of student explanations.
Collapse
Affiliation(s)
- Caleb M Trujillo
- *Purdue International Biology Education Research Group (PIBERG), Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
| | - Trevor R Anderson
- Visualization in Biochemistry Education (VIBE) Research Group, Department of Chemistry, Purdue University, West Lafayette, IN 47907
| | - Nancy J Pelaez
- *Purdue International Biology Education Research Group (PIBERG), Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
| |
Collapse
|
41
|
Price RM, Andrews TC, McElhinny TL, Mead LS, Abraham JK, Thanukos A, Perez KE. The genetic drift inventory: a tool for measuring what advanced undergraduates have mastered about genetic drift. CBE LIFE SCIENCES EDUCATION 2014; 13:65-75. [PMID: 24591505 PMCID: PMC3940465 DOI: 10.1187/cbe.13-08-0159] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
Understanding genetic drift is crucial for a comprehensive understanding of biology, yet it is difficult to learn because it combines the conceptual challenges of both evolution and randomness. To help assess strategies for teaching genetic drift, we have developed and evaluated the Genetic Drift Inventory (GeDI), a concept inventory that measures upper-division students' understanding of this concept. We used an iterative approach that included extensive interviews and field tests involving 1723 students across five different undergraduate campuses. The GeDI consists of 22 agree-disagree statements that assess four key concepts and six misconceptions. Student scores ranged from 4/22 to 22/22. Statements ranged in mean difficulty from 0.29 to 0.80 and in discrimination from 0.09 to 0.46. The internal consistency, as measured with Cronbach's alpha, ranged from 0.58 to 0.88 across five iterations. Test-retest analysis resulted in a coefficient of stability of 0.82. The true-false format means that the GeDI can test how well students grasp key concepts central to understanding genetic drift, while simultaneously testing for the presence of misconceptions that indicate an incomplete understanding of genetic drift. The insights gained from this testing will, over time, allow us to improve instruction about this key component of evolution.
Collapse
Affiliation(s)
- Rebecca M. Price
- *School of Interdisciplinary Arts and Sciences, University of Washington, Bothell, Bothell, WA 98011
- Address correspondence to: Rebecca M. Price ()
| | | | | | - Louise S. Mead
- BEACON Center for the Study of Evolution in Action, Michigan State University, East Lansing, MI 48824
| | - Joel K. Abraham
- Department of Biological Science, California State University, Fullerton, Fullerton, CA 92831
| | - Anna Thanukos
- University of California Museum of Paleontology, Berkeley, CA 94720
| | - Kathryn E. Perez
- Department of Biology, University of Wisconsin–La Crosse, La Crosse, WI 54601
| |
Collapse
|
42
|
Speth EB, Shaw N, Momsen J, Reinagel A, Le P, Taqieddin R, Long T. Introductory biology students' conceptual models and explanations of the origin of variation. CBE LIFE SCIENCES EDUCATION 2014; 13:529-39. [PMID: 25185235 PMCID: PMC4152213 DOI: 10.1187/cbe.14-02-0020] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
Mutation is the key molecular mechanism generating phenotypic variation, which is the basis for evolution. In an introductory biology course, we used a model-based pedagogy that enabled students to integrate their understanding of genetics and evolution within multiple case studies. We used student-generated conceptual models to assess understanding of the origin of variation. By midterm, only a small percentage of students articulated complete and accurate representations of the origin of variation in their models. Targeted feedback was offered through activities requiring students to critically evaluate peers' models. At semester's end, a substantial proportion of students significantly improved their representation of how variation arises (though one-third still did not include mutation in their models). Students' written explanations of the origin of variation were mostly consistent with their models, although less effective than models in conveying mechanistic reasoning. This study contributes evidence that articulating the genetic origin of variation is particularly challenging for learners and may require multiple cycles of instruction, assessment, and feedback. To support meaningful learning of the origin of variation, we advocate instruction that explicitly integrates multiple scales of biological organization, assessment that promotes and reveals mechanistic and causal reasoning, and practice with explanatory models with formative feedback.
Collapse
Affiliation(s)
- Elena Bray Speth
- *Biology Department, Saint Louis University, St. Louis, MO 63103
| | - Neil Shaw
- School of Medicine, Saint Louis University, St. Louis, MO 63104
| | - Jennifer Momsen
- Department of Biological Sciences, North Dakota State University, Fargo, ND 58108
| | - Adam Reinagel
- *Biology Department, Saint Louis University, St. Louis, MO 63103
| | - Paul Le
- Biology Department, Southern Illinois University-Edwardsville, Edwardsville, IL 62026
| | - Ranya Taqieddin
- *Biology Department, Saint Louis University, St. Louis, MO 63103
| | - Tammy Long
- Department of Plant Biology, Michigan State University, East Lansing, MI 48824
| |
Collapse
|
43
|
Loertscher J, Green D, Lewis JE, Lin S, Minderhout V. Identification of threshold concepts for biochemistry. CBE LIFE SCIENCES EDUCATION 2014; 13:516-28. [PMID: 25185234 PMCID: PMC4152212 DOI: 10.1187/cbe.14-04-0066] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Threshold concepts (TCs) are concepts that, when mastered, represent a transformed understanding of a discipline without which the learner cannot progress. We have undertaken a process involving more than 75 faculty members and 50 undergraduate students to identify a working list of TCs for biochemistry. The process of identifying TCs for biochemistry was modeled on extensive work related to TCs across a range of disciplines and included faculty workshops and student interviews. Using an iterative process, we prioritized five concepts on which to focus future development of instructional materials. Broadly defined, the concepts are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. The working list presented here is not intended to be exhaustive, but rather is meant to identify a subset of TCs for biochemistry for which instructional and assessment tools for undergraduate biochemistry will be developed.
Collapse
Affiliation(s)
| | - David Green
- Center for Faculty Development, Seattle University, Seattle, WA 98122
| | - Jennifer E Lewis
- Department of Chemistry, University of South Florida, Tampa, FL 33620
| | - Sara Lin
- *Department of Chemistry, Seattle University, Seattle, WA 98122
| | | |
Collapse
|
44
|
Wright LK, Fisk JN, Newman DL. DNA → RNA: What Do Students Think the Arrow Means? CBE LIFE SCIENCES EDUCATION 2014; 13:338-48. [PMID: 26086664 PMCID: PMC4041510 DOI: 10.1187/cbe.cbe-13-09-0188] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
The central dogma of molecular biology, a model that has remained intact for decades, describes the transfer of genetic information from DNA to protein though an RNA intermediate. While recent work has illustrated many exceptions to the central dogma, it is still a common model used to describe and study the relationship between genes and protein products. We investigated understanding of central dogma concepts and found that students are not primed to think about information when presented with the canonical figure of the central dogma. We also uncovered conceptual errors in student interpretation of the meaning of the transcription arrow in the central dogma representation; 36% of students (n = 128; all undergraduate levels) described transcription as a chemical conversion of DNA into RNA or suggested that RNA existed before the process of transcription began. Interviews confirm that students with weak conceptual understanding of information flow find inappropriate meaning in the canonical representation of central dogma. Therefore, we suggest that use of this representation during instruction can be counterproductive unless educators are explicit about the underlying meaning.
Collapse
Affiliation(s)
- L Kate Wright
- Rochester Institute of Technology, Rochester, NY 14623
| | - J Nick Fisk
- Rochester Institute of Technology, Rochester, NY 14623
| | - Dina L Newman
- Rochester Institute of Technology, Rochester, NY 14623
| |
Collapse
|
45
|
Hoskinson AM, Caballero MD, Knight JK. How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research. CBE LIFE SCIENCES EDUCATION 2013; 12:153-61. [PMID: 23737623 PMCID: PMC3671643 DOI: 10.1187/cbe.12-09-0149] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.
Collapse
Affiliation(s)
- A-M Hoskinson
- Department of Ecology and Evolutionary Biology, University of Colorado-Boulder, Boulder, CO 80309, USA.
| | | | | |
Collapse
|
46
|
Cooper MM, Klymkowsky MW. The trouble with chemical energy: why understanding bond energies requires an interdisciplinary systems approach. CBE LIFE SCIENCES EDUCATION 2013; 12:306-12. [PMID: 23737636 PMCID: PMC3671656 DOI: 10.1187/cbe.12-10-0170] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2012] [Revised: 12/27/2012] [Accepted: 01/13/2013] [Indexed: 05/24/2023]
Abstract
Helping students understand "chemical energy" is notoriously difficult. Many hold inconsistent ideas about what energy is, how and why it changes during the course of a chemical reaction, and how these changes are related to bond energies and reaction dynamics. There are (at least) three major sources for this problem: 1) the way biologists talk about chemical energy (which is also the way we talk about energy in everyday life); 2) the macroscopic approach to energy concepts that is common in physics and physical sciences; and 3) the failure of chemistry courses to explicitly link molecular with macroscopic energy ideas. From a constructivist perspective, it is unlikely that students can, without a coherent understanding of such a central concept, attain a robust and accurate understanding of new concepts. However, changes are on the horizon, guided by the increasing understanding that difficult concepts require coherent, well-designed learning progressions and the new National Research Council Framework for K-12 Science Education. We provide supporting evidence for our assertions and suggestions for an interdisciplinary learning progression designed to better approach the concept of bond energies, a first step in an understanding chemical energy and behavior of reaction systems that is central to biological systems.
Collapse
Affiliation(s)
- Melanie M Cooper
- Department of Chemistry, Michigan State University, East Lansing, MI 48824, USA.
| | | |
Collapse
|
47
|
Abstract
This chapter examines the reliability and validity of a subset of the Genetics concept inventory (S. Elrod) to discriminate good students from poor performing students in the undergraduate units Genetics and Molecular Biology taught at the University of Canberra, Australia. These two units went through a series of reforms since 2005. These reforms included the implementation of a number of online and tutorial language exercises and strategies designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analyzed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts as well using the genetic concept inventory. The genetic concept inventory questions used at the University of Canberra have been found to be reliable and valid according to a number of statistical tests.
Collapse
|
48
|
Abstract
The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the "vision" but lack research-based models and evidence needed to guide the "change." To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students' understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty-development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired "change."
Collapse
Affiliation(s)
- Charlene D'Avanzo
- School of Natural Science, Hampshire College, Amherst, MA 01002, USA.
| |
Collapse
|
49
|
Sadler PM, Coyle H, Smith NC, Miller J, Mintzes J, Tanner K, Murray J. Assessing the life science knowledge of students and teachers represented by the K-8 national science standards. CBE LIFE SCIENCES EDUCATION 2013; 12:553-575. [PMID: 24006402 PMCID: PMC3763021 DOI: 10.1187/cbe.12-06-0078] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2012] [Revised: 03/25/2013] [Accepted: 03/26/2013] [Indexed: 05/30/2023]
Abstract
We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.
Collapse
Affiliation(s)
- Philip M Sadler
- Science Education Department, Harvard Smithsonian Center for Astrophysics, Cambridge, MA 02138, USA.
| | | | | | | | | | | | | |
Collapse
|
50
|
Höst GE, Larsson C, Olson A, Tibell LAE. Student learning about biomolecular self-assembly using two different external representations. CBE LIFE SCIENCES EDUCATION 2013; 12:471-82. [PMID: 24006395 PMCID: PMC3763014 DOI: 10.1187/cbe.13-01-0011] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2013] [Revised: 05/24/2013] [Accepted: 05/24/2013] [Indexed: 05/18/2023]
Abstract
Self-assembly is the fundamental but counterintuitive principle that explains how ordered biomolecular complexes form spontaneously in the cell. This study investigated the impact of using two external representations of virus self-assembly, an interactive tangible three-dimensional model and a static two-dimensional image, on student learning about the process of self-assembly in a group exercise. A conceptual analysis of self-assembly into a set of facets was performed to support study design and analysis. Written responses were collected in a pretest/posttest experimental design with 32 Swedish university students. A quantitative analysis of close-ended items indicated that the students improved their scores between pretest and posttest, with no significant difference between the conditions (tangible model/image). A qualitative analysis of an open-ended item indicated students were unfamiliar with self-assembly prior to the study. Students in the tangible model condition used the facets of self-assembly in their open-ended posttest responses more frequently than students in the image condition. In particular, it appears that the dynamic properties of the tangible model may support student understanding of self-assembly in terms of the random and reversible nature of molecular interactions. A tentative difference was observed in response complexity, with more multifaceted responses in the tangible model condition.
Collapse
Affiliation(s)
- Gunnar E Höst
- Department of Science and Technology, Linköping University, SE-601 74 Norrköping, Sweden.
| | | | | | | |
Collapse
|