Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Cellular Respiration01:18

Cellular Respiration

690
Cellular respiration is a crucial metabolic process through which cells obtain energy from organic substances, mainly glucose, to produce adenosine triphosphate (ATP). This process includes the oxidation of substrates and the transfer of electrons to a separate electron acceptor, facilitating ATP synthesis through a sequence of biochemical reactions.Glycolysis: The Initial StepGlycolysis is the first stage of cellular respiration, occurring in the cytoplasm of both prokaryotic and eukaryotic...
690
Introduction to Cellular Respiration01:22

Introduction to Cellular Respiration

184.3K
Organisms harvest energy from food, but this energy cannot be directly used by cells. Cells convert the energy stored in nutrients into a more usable form: adenosine triphosphate (ATP).
ATP stores energy in chemical bonds that can be quickly released when needed. Cells produce energy in the form of ATP through the process of cellular respiration. Although much of the energy from cellular respiration is released as heat, some of it is used to make ATP.
During cellular respiration, several...
184.3K
Assessment of Respiration01:23

Assessment of Respiration

1.5K
The respiratory system's basic structures and primary functions lay the foundation for nurses' comprehensive respiratory assessments. This assessment includes subjective and objective data to gauge the patient's respiratory health.
Subjective Assessment: Nurses interview the patient to gather information directly during the subjective assessment. It includes questions about the individual's medical history, medications, and symptoms, focusing on past respiratory conditions like...
1.5K
Non-equilibrium in the Cell01:16

Non-equilibrium in the Cell

5.0K
An important concept in studying metabolism and energy is that of chemical equilibrium. Most chemical reactions are reversible. They can proceed in both directions, releasing energy into their environment in one direction, and absorbing it from the environment in the other direction. The same is true for the chemical reactions involved in cell metabolism, such as the breaking down and building up of proteins into and from individual amino acids, respectively. Reactants within a closed system...
5.0K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Revealing undergraduate biology students' conception of variability and error bars within graphing.

PloS one·2026
Same author

The graph construction competency model for biology (GCCM-Bio): A framework for instruction and assessment of graph construction.

Bioscience·2025
Same author

Designing a Simulation Lab: The Process that Led to Action Potentials Explored and Extended, Two Simulation-Based Neurobiology Labs.

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience·2024
Same author

Designing Activities to Teach Higher-Order Skills: How Feedback and Constraint Affect Learning of Experimental Design.

CBE life sciences education·2023
Same author

Covariational reasoning and item context affect language in undergraduate mass balance written explanations.

Advances in physiology education·2023
Same author

What a Difference in Pressure Makes! A Framework Describing Undergraduate Students' Reasoning about Bulk Flow Down Pressure Gradients.

CBE life sciences education·2023
Same journal

Assigning Competence Across STEM: Surfacing and Spotlighting Student Contributions through the Competence Amplification Framework.

CBE life sciences education·2026
Same journal

A Non-Volunteer CURE in Introductory Biology Does Not Increase Student Retention at a Regional Comprehensive University.

CBE life sciences education·2026
Same journal

"It's because of me - I made myself get here": First-Generation College Students in STEM Motivations for, and Experiences with, Academic Advising.

CBE life sciences education·2026
Same journal

Career Pathways and Skill Preparedness among Biology PhDs: A Social Cognitive Career Theory Perspective.

CBE life sciences education·2026
Same journal

Fueling Ambition: Graduate Degree Aspirations Among Women of Color in STEM.

CBE life sciences education·2026
Same journal

Social Justice, Science Agency, and Collaborations: Using Participatory Science to Enhance Learning Outcomes in Postsecondary STEM Courses.

CBE life sciences education·2026
See all related articles

Related Experiment Video

Updated: Nov 2, 2025

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
15:00

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

857

Automated Writing Assessments Measure Undergraduate Learning after Completion of a Computer-Based Cellular

Juli D Uhl1, Kamali N Sripathi2, Eli Meir3

  • 1CREATE for STEM Institute, Michigan State University, East Lansing, MI 48824.

CBE Life Sciences Education
|June 8, 2021
PubMed
Summary
This summary is machine-generated.

Biology students often hold mixed ideas about matter and energy. A computer tutorial using constructed-response (CR) questions revealed that while students incorporated more scientific concepts, their thinking remained mixed after the lesson.

More Related Videos

Computerized Adaptive Testing System of Functional Assessment of Stroke
05:21

Computerized Adaptive Testing System of Functional Assessment of Stroke

Published on: January 7, 2019

6.0K
Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

9.6K

Related Experiment Videos

Last Updated: Nov 2, 2025

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
15:00

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

857
Computerized Adaptive Testing System of Functional Assessment of Stroke
05:21

Computerized Adaptive Testing System of Functional Assessment of Stroke

Published on: January 7, 2019

6.0K
Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

9.6K

Area of Science:

  • Biology Education
  • Biochemistry
  • Cognitive Science

Background:

  • Modern biology education emphasizes conceptual understanding over rote memorization.
  • Matter and energy relationships are core concepts in biology.
  • Cellular respiration is a key topic where misconceptions about matter and energy are common.

Purpose of the Study:

  • To assess undergraduate students' understanding of matter and energy concepts within cellular respiration.
  • To evaluate the effectiveness of an interactive computer-based tutorial in addressing misconceptions.
  • To measure changes in student thinking using constructed-response questions and a constructed-response classifier (CRC).

Main Methods:

  • An interactive computer-based tutorial focused on cellular respiration was developed.
  • Constructed-response (CR) questions were integrated into the tutorial to probe student understanding.
  • A constructed-response classifier (CRC) tool was employed to analyze and categorize ideas in student responses.
  • Data were collected from 841 undergraduates across 19 diverse institutions.

Main Results:

  • Students demonstrated an increase in scientific ideas in their CR responses after the tutorial.
  • On average, students expressed 2.1 ideas in their CRs, often including both scientific and developing concepts.
  • This mixed thinking persisted across all institution types post-tutorial.
  • CR responses provided a more nuanced view of student understanding than multiple-choice (MC) selections.

Conclusions:

  • The constructed-response classifier (CRC) tool effectively measures learning gains from computer-based tutorials.
  • CR questions offer a more comprehensive assessment of student understanding than traditional MC questions.
  • Computer-based tutorials can help students integrate scientific ideas about matter and energy, but misconceptions may persist.