Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance

Autor/inn/en	Pickett, Sarah B.; Nielson, Catie; Marshall, Hydea; Tanner, Kimberly D.; Coley, John D.
Titel	Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance
Quelle	In: Journal of Microbiology & Biology Education, 23 (2022) 1, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7877
Schlagwörter	Intervention; Reading Assignments; Drug Therapy; Microbiology; Program Effectiveness; Undergraduate Students; Scientific Concepts; Misconceptions; Intuition; Cognitive Processes; College Science + Suchen Sie Ihr Suchwort? Mikrobiologie; Missverständnis; Cognitive process; Kognitiver Prozess
Abstract	Students possess informal, intuitive ways of reasoning about the world, including biological phenomena. Although useful in some cases, intuitive reasoning can also lead to the development of scientifically inaccurate ideas that conflict with central concepts taught in formal biology education settings, including evolution. Using antibiotic resistance as an example of evolution, we developed a set of reading interventions and an assessment tool to examine the extent to which differences in instructional language affect undergraduate student misconceptions and intuitive reasoning. We find that readings that confront intuitive misconceptions can be more effective in reducing those misconceptions than factual explanations of antibiotic resistance that fail to confront misconceptions. Overall, our findings build upon investigations of intuitive reasoning in biology, examine possible instructional interventions, and raise questions about effective implementation of reading interventions in addressing persistent misconceptions about biology. (As Provided).
Anmerkungen	American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01