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Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic

Ann M Stevens1, Ann C Smith2, Gili Marbach-Ad2

  • 1Virginia Tech, Blacksburg, VA 24061.

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|May 18, 2017
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Summary

Two-tiered concept inventories reveal student misconceptions in introductory microbiology. Analyzing student explanations helps faculty understand thinking patterns, improving curriculum development for key concepts like antibiotic resistance.

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Area of Science:

  • Microbiology Education
  • Science Education Research

Background:

  • Student learning is often impeded by misconceptions about fundamental scientific concepts.
  • Concept inventories (CIs) are tools designed to assess student understanding, particularly for concepts prone to misconceptions.
  • Two-tiered CIs enhance assessment by requiring students to explain their reasoning, offering insight into underlying thought processes.

Purpose of the Study:

  • To investigate student preconceptions in introductory microbiology using a validated Host-Pathogen Interaction Concept Inventory (HPI-CI).
  • To analyze student explanations for their answer choices to uncover common misconceptions.
  • To provide faculty with insights for curriculum development based on identified student thinking patterns.

Main Methods:

  • Utilized the validated Host-Pathogen Interaction Concept Inventory (HPI-CI) at two research-intensive universities.
  • Employed a deep analysis method involving communal review and discussion of students' explanations for their CI answer choices.
  • Focused analysis on a specific question related to antibiotic resistance to illustrate the process.

Main Results:

  • Frequencies of multiple-choice responses for the antibiotic resistance question were highly correlated between institutions, indicating shared misconceptions.
  • Communal review and discussion of student explanations revealed distinct patterns in student thinking regarding host-pathogen interactions and antibiotic resistance.
  • The deep analysis approach provided valuable insights for participating faculty involved in curriculum development.

Conclusions:

  • Two-tiered concept inventories are effective tools for uncovering student preconceptions in microbiology.
  • Analyzing student explanations alongside CI results offers a powerful method for understanding student thinking.
  • This approach can inform and improve curriculum design to address common misconceptions in science education.