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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

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Misconceptions and persistence: resources for targeting student alternative conceptions in biotechnology.

Julie K Wisch¹, Emma Farrell², Marcelle Siegel^3,4

¹Department of Neurology, Washington University, St. Louis, Missouri.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology

|November 11, 2018

Summary

This study assessed student understanding of biotechnology concepts before and after a course. Results show significant learning gains and identified common student misconceptions for educators.

Keywords:

Biotechnology education assessment and the design of probes for student understanding and learning assessment of educational activities

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Area of Science:

Biotechnology Education
Conceptual Understanding
Science Pedagogy

Background:

Assessing conceptual understanding in nonscience majors is crucial for effective biotechnology education.
Identifying student misconceptions is key to developing targeted teaching strategies.

Purpose of the Study:

To evaluate the conceptual understanding and reasoning of nonscience majors in biotechnology before and after instruction.
To identify common student misconceptions in biotechnology to inform pedagogical approaches.

Main Methods:

Utilized the Biotechnology Instrument for Knowledge Elicitation (BIKE) to assess understanding of 11 key biotechnology concepts.
Administered pretests and posttests to 117 nonscience major students enrolled in a 'Biotechnology in Society' course.

Main Results:

Observed statistically significant score improvements in all 11 assessed concept areas post-course.
Student responses revealed common alternative conceptions that might be missed by traditional testing methods.

Conclusions:

The 'Biotechnology in Society' course effectively improved student conceptual understanding.
Documenting student misconceptions and providing clarifications can better equip educators to enhance learning in biology and biotechnology.