Molecular Concepts Adaptive Assessment (MCAA) Characterizes Undergraduate Misconceptions about Molecular Emergence

Area of Science:

• Biology education research
• Molecular and cellular biology

Background:

• Student understanding of molecular environments is crucial for comprehending biological processes.
• Preconceived notions about molecular agency and random motion can persist throughout undergraduate education.

Purpose of the Study:

• To assess undergraduate students' beliefs about molecular environments and random motion.
• To investigate whether these beliefs change during undergraduate biology studies.
• To characterize learners' perceptions of molecular agency, environments, and diffusion.

Main Methods:

• Two experiments were conducted involving an adaptive assessment and focus group discussions.
• Data were collected from 773 students in a pilot study and 1170 students over three years.
• Participants were undergraduate students in first- through third-year biology courses.

Main Results:

• Advanced learners exhibited as many misconceptions as novice learners regarding molecular environments.
• Student confidence in their misconceptions increased with academic progression.
• Understanding of random/Brownian motion was complex and context-dependent.

Conclusions:

• Current biology teaching may not effectively address or may even reinforce students' misconceptions about molecular agency.
• Students' intuitive ideas about molecular behavior persist despite formal instruction.
• Further research is needed to develop pedagogical strategies that remediate these persistent misconceptions.