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Misconceptions and persistence: resources for targeting student alternative conceptions in biotechnology
Author(s) -
Wisch Julie K.,
Farrell Emma,
Siegel Marcelle,
Freyermuth Sharyn
Publication year - 2018
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.21176
Subject(s) - mathematics education , psychology , microbiology and biotechnology , engineering ethics , biology , engineering
Conceptual understanding and reasoning of nonscience major students enrolled in a course on biotechnology were evaluated before and after instruction. The instrument for analysis of student understanding was the Biotechnology Instrument for Knowledge Elicitation (BIKE). The BIKE targets 11 key concepts, as determined by experts in the field. A statistically significant score improvement was observed in each of the 11 concept areas after completion of the course, Biotechnology in Society ( N = 117). Student responses to both the pretest and posttest were highly informative and revealed several common misconceptions that could have been overlooked in a closed form testing scenario. These alternative conceptions and recommended clarifications have been presented here. Our goal in documenting and distributing these is to better equip educators in biology and biochemistry to anticipate student preconceptions, design targeted interventions, and improve student conceptual reasoning in topics pertaining to biology and biotechnology. © 2018 International Union of Biochemistry and Molecular Biology, 46(6):602–611, 2018.