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Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma
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| Zeitschriftentitel: | CBE—Life Sciences Education |
|---|---|
| Personen und Körperschaften: | , , |
| In: | CBE—Life Sciences Education, 15, 2016, 4, S. ar65 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
American Society for Cell Biology (ASCB)
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| author_facet |
Prevost, Luanna B. Smith, Michelle K. Knight, Jennifer K. Prevost, Luanna B. Smith, Michelle K. Knight, Jennifer K. |
|---|---|
| author |
Prevost, Luanna B. Smith, Michelle K. Knight, Jennifer K. |
| spellingShingle |
Prevost, Luanna B. Smith, Michelle K. Knight, Jennifer K. CBE—Life Sciences Education Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma General Biochemistry, Genetics and Molecular Biology Education |
| author_sort |
prevost, luanna b. |
| spelling |
Prevost, Luanna B. Smith, Michelle K. Knight, Jennifer K. 1931-7913 American Society for Cell Biology (ASCB) General Biochemistry, Genetics and Molecular Biology Education http://dx.doi.org/10.1187/cbe.15-12-0267 <jats:p>Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mutation potentially impacts replication, transcription, and translation. We then used computer-assisted lexical analysis combined with human scoring to categorize student responses. The lexical analysis models showed high agreement with human scoring, demonstrating that this approach can be successfully used to analyze large numbers of student written responses. The results of this analysis show that students’ ideas about one process in the central dogma can affect their thinking about subsequent and previous processes, leading to mixed models of conceptual understanding.</jats:p> Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma CBE—Life Sciences Education |
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| title |
Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
| title_unstemmed |
Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
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Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
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Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
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Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
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Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
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using student writing and lexical analysis to reveal student thinking about the role of stop codons in the central dogma |
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General Biochemistry, Genetics and Molecular Biology Education |
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http://dx.doi.org/10.1187/cbe.15-12-0267 |
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2016 |
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<jats:p>Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mutation potentially impacts replication, transcription, and translation. We then used computer-assisted lexical analysis combined with human scoring to categorize student responses. The lexical analysis models showed high agreement with human scoring, demonstrating that this approach can be successfully used to analyze large numbers of student written responses. The results of this analysis show that students’ ideas about one process in the central dogma can affect their thinking about subsequent and previous processes, leading to mixed models of conceptual understanding.</jats:p> |
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| author | Prevost, Luanna B., Smith, Michelle K., Knight, Jennifer K. |
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| description | <jats:p>Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mutation potentially impacts replication, transcription, and translation. We then used computer-assisted lexical analysis combined with human scoring to categorize student responses. The lexical analysis models showed high agreement with human scoring, demonstrating that this approach can be successfully used to analyze large numbers of student written responses. The results of this analysis show that students’ ideas about one process in the central dogma can affect their thinking about subsequent and previous processes, leading to mixed models of conceptual understanding.</jats:p> |
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| spelling | Prevost, Luanna B. Smith, Michelle K. Knight, Jennifer K. 1931-7913 American Society for Cell Biology (ASCB) General Biochemistry, Genetics and Molecular Biology Education http://dx.doi.org/10.1187/cbe.15-12-0267 <jats:p>Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mutation potentially impacts replication, transcription, and translation. We then used computer-assisted lexical analysis combined with human scoring to categorize student responses. The lexical analysis models showed high agreement with human scoring, demonstrating that this approach can be successfully used to analyze large numbers of student written responses. The results of this analysis show that students’ ideas about one process in the central dogma can affect their thinking about subsequent and previous processes, leading to mixed models of conceptual understanding.</jats:p> Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma CBE—Life Sciences Education |
| spellingShingle | Prevost, Luanna B., Smith, Michelle K., Knight, Jennifer K., CBE—Life Sciences Education, Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma, General Biochemistry, Genetics and Molecular Biology, Education |
| title | Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
| title_full | Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
| title_fullStr | Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
| title_full_unstemmed | Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
| title_short | Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
| title_sort | using student writing and lexical analysis to reveal student thinking about the role of stop codons in the central dogma |
| title_unstemmed | Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma |
| topic | General Biochemistry, Genetics and Molecular Biology, Education |
| url | http://dx.doi.org/10.1187/cbe.15-12-0267 |