Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment.

Area of Science:

• Biology Education Research
• Cognitive Psychology

Background:

• Understanding student problem-solving strategies is crucial for effective biology instruction.
• Existing research often lacks a detailed analysis of the procedures used in solving biology multiple-choice questions.

Purpose of the Study:

• To investigate the specific problem-solving procedures students employ for biology multiple-choice questions.
• To categorize these procedures as domain-general, domain-specific, or hybrid.
• To analyze the relationship between procedure type, problem complexity, and accuracy.

Main Methods:

• Students solved multiple-choice biology problems across four exams.
• Students provided written descriptions of their problem-solving processes.
• Procedures and errors were systematically categorized into domain-general and domain-specific types.

Main Results:

• A spectrum of domain-general, domain-specific, and hybrid problem-solving procedures was identified.
• Students utilized domain-general and hybrid procedures more for lower-order problems and domain-specific procedures for higher-order problems.
• Increased use of domain-specific procedures correlated with higher accuracy, while one domain-general procedure was as effective as multiple for correct answers.

Conclusions:

• The study offers a novel categorization of student problem-solving procedures in biology.
• Findings suggest that domain-specific knowledge and strategies are key for higher-order biology problem-solving.
• Implications for instructional design and future research in biology education are highlighted.