An Assessment to Investigate Student Conceptions of Pedigree Analysis

Autor/inn/en	Grimes, Zachary T.; Boury, Nancy M.; Wasendorf, Chloe; McCombs, Audrey L.; Reid, Joshua W.; James, Olena; Couch, Brock; Armstrong, Patrick I.; Seipelt-Thiemann, Rebecca L.
Titel	An Assessment to Investigate Student Conceptions of Pedigree Analysis
Quelle	In: American Biology Teacher, 84 (2022) 9, S.535-544 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Student Attitudes; Biology; Science Instruction; Student Centered Learning; Scientific Concepts; Concept Formation; Genetics; Difficulty Level; Educational Change; Formative Evaluation; Educational Objectives; Misconceptions; Psychometrics; Reliability; Intervention; Teaching Methods; Guidelines; Undergraduate Students; Evaluation Methods; Utah + Suchen Sie Ihr Suchwort? Schülerverhalten; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Concept learning; Begriffsbildung; Humangenetik; Schwierigkeitsgrad; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Missverständnis; Psychometry; Psychometrie; Reliabilität; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien
Abstract	Genetics plays an increasing role in modern life as evidenced by the development of revolutionary techniques such as CRISPR-based genome editing and the rise of personalized genome services. However, genetics is difficult to learn; known issues include its abstract nature, different scales, and technical language. Pedigree analysis is a convergence of these concepts, requiring use of multiple symbolic scales and understanding the relationships and nature of alleles, genes, and chromosomes. To measure student understanding of these concepts, as well as support biology educational reform toward student-centered instruction, we developed a formative assessment to provide reliable and valid evidence of student understanding, learning, and misconceptions for pedigree analysis. Nine multiple choice items targeted to four learning objectives were developed in an iterative process with faculty and student input. We designed distractor answers to capture common student misconceptions and deployed a novel statistical technique to assess the congruence of distractor language with targeted misconceptions. Psychometric analysis showed the instrument provides valid and reliable data and has utility to measure normalized learning gains. Finally, we employed cross-tabulation and distractor progression to identify several stable misconceptions that can be targeted for instructional intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01