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Related Experiment Video

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

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Published on: November 15, 2024

Learning Introductory Biology: Students' Concept-Building Approaches Predict Transfer on Biology Exams.

Mark A McDaniel¹, Michael J Cahill¹, Regina F Frey²

¹Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, St. Louis, MO 63130.

CBE Life Sciences Education

|September 16, 2022

Summary

Students who learn by abstracting principles (abstraction learners) outperform those who memorize examples (exemplar learners) on biology transfer exams. This indicates deeper conceptual understanding in science education.

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Area of Science:

Cognitive Psychology
Science Education

Background:

Students' concept-building approaches influence academic performance.
Abstraction learners excel over exemplar learners in chemistry transfer exams.

Purpose of the Study:

Extend findings on learning approaches to introductory biology.
Investigate if active learning impacts concept-building effectiveness.
Analyze performance on transfer vs. retention questions.

Main Methods:

Identified students as abstraction or exemplar learners using a cognitive psychology task.
Administered exams with transfer and retention questions in introductory biology.
Controlled for general cognitive abilities (crystallized and fluid intelligence).

Main Results:

Abstraction learners outperformed exemplar learners on transfer questions.
No significant difference was found on retention questions.
Performance differences were not moderated by intelligence measures.

Conclusions:

Abstraction learners develop deeper conceptual understanding, aiding application to novel scenarios.
Exemplar learners' performance relies on memorization, effective for retention but not transfer.
Learning approach is a key factor in applying biological concepts effectively.