Research Problem From historical anecdotal evidence from colleagues, as well as from my own subjective, informal observations, students have a particularly.

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Presentation transcript:

Research Problem From historical anecdotal evidence from colleagues, as well as from my own subjective, informal observations, students have a particularly difficult time understanding central dogma [currently working on lit review to support this]

Research Question Research Question: What misconceptions about central dogma do students bring with them to Genetics, and do they retain those misconceptions after completing the course? Research Context: Small liberal arts college, 1300 students Students “raised” in an active learning environment (they haven’t had any lecture-based STEM courses) 2 sections of BIOL289:Genetics with 24 students per section Lab + lecture Sophomores-seniors All biology majors My question is interesting because: It can provide a framework (guidance) for targeted interventions to improve student learning gains related to the enduring concept of central dogma

Research Methodology Genetics Concept Assessment (Smith 2008) 25 multiple choice questions #s 2, 5, 6, and 12 address learning outcome: students will be able to “compare different types of mutations and describe how each can affect genes and the corresponding mRNA and proteins” 2 nd tier: paired with each multiple choice question “explain your answer in one or two sentences” Pre-test During first lab session Post-test During last lab session Analyze M/C: Which wrong answers are students choosing? 2 nd tier: Qualitative analysis what themes emerge in their explanations of wrong answers? (or of right answers?) use rubric to score explanations (different ways in which an answer can be wrong: vocab, connections, concept, just plain wrong, or correct?) Pre vs post Common themes in types of wrong answers? Different vs. same wrong answers? Do types of wrong answers change? m/c answer vs explanation Right m/c with wrong explanation, vice versa Do explanations improve?

Research Methodology Genetics Concept Assessment (Smith 2008) 25 multiple choice questions #s 2, 5, 6, and 12 address learning outcome: students will be able to “compare different types of mutations and describe how each can affect genes and the corresponding mRNA and proteins” 2 nd tier: paired with each multiple choice question “explain your answer in one or two sentences” Pre-test During first lab session Post-test During last lab session Analyze M/C: Which wrong answers are students choosing? 2 nd tier: Qualitative analysis what themes emerge in their explanations of wrong answers? (or wrong explanations of right answers?) use rubric to score explanations (different ways in which an answer can be wrong: vocab, connections, concept, just plain wrong, or correct?) Pre vs post Common themes in types of wrong answers? Different vs. same wrong answers? Do types of wrong answers change? m/c answer vs explanation Right m/c with wrong explanation, vice versa Do explanations improve?

Alignment of Research Question and Methodology Concept inventory gauges content knowledge 2 nd tier allows for unpacking of wrong answers Can compare pre and post tests to see if misconceptions go away, stay the same, or change (are explanations of wrong answers similar, or different?) This tool should allow for uncovering of misconceptions