TY - JOUR
T1 - Misconceptions and persistence
T2 - resources for targeting student alternative conceptions in biotechnology
AU - Wisch, Julie K.
AU - Farrell, Emma
AU - Siegel, Marcelle
AU - Freyermuth, Sharyn
N1 - Publisher Copyright:
© 2018 International Union of Biochemistry and Molecular Biology
PY - 2018/11/1
Y1 - 2018/11/1
N2 - Conceptual understanding and reasoning of nonscience major students enrolled in a course on biotechnology were evaluated before and after instruction. The instrument for analysis of student understanding was the Biotechnology Instrument for Knowledge Elicitation (BIKE). The BIKE targets 11 key concepts, as determined by experts in the field. A statistically significant score improvement was observed in each of the 11 concept areas after completion of the course, Biotechnology in Society (N = 117). Student responses to both the pretest and posttest were highly informative and revealed several common misconceptions that could have been overlooked in a closed form testing scenario. These alternative conceptions and recommended clarifications have been presented here. Our goal in documenting and distributing these is to better equip educators in biology and biochemistry to anticipate student preconceptions, design targeted interventions, and improve student conceptual reasoning in topics pertaining to biology and biotechnology.
AB - Conceptual understanding and reasoning of nonscience major students enrolled in a course on biotechnology were evaluated before and after instruction. The instrument for analysis of student understanding was the Biotechnology Instrument for Knowledge Elicitation (BIKE). The BIKE targets 11 key concepts, as determined by experts in the field. A statistically significant score improvement was observed in each of the 11 concept areas after completion of the course, Biotechnology in Society (N = 117). Student responses to both the pretest and posttest were highly informative and revealed several common misconceptions that could have been overlooked in a closed form testing scenario. These alternative conceptions and recommended clarifications have been presented here. Our goal in documenting and distributing these is to better equip educators in biology and biochemistry to anticipate student preconceptions, design targeted interventions, and improve student conceptual reasoning in topics pertaining to biology and biotechnology.
KW - assessment and the design of probes for student understanding and learning
KW - assessment of educational activities
KW - Biotechnology education
UR - https://www.scopus.com/pages/publications/85056308478
U2 - 10.1002/bmb.21176
DO - 10.1002/bmb.21176
M3 - Article
C2 - 30414242
AN - SCOPUS:85056308478
SN - 1470-8175
VL - 46
SP - 602
EP - 611
JO - Biochemistry and Molecular Biology Education
JF - Biochemistry and Molecular Biology Education
IS - 6
ER -