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Concept Inventory Development Reveals Common Student Misconceptions about Microbiology
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| Zeitschriftentitel: | Journal of Microbiology & Biology Education |
|---|---|
| Personen und Körperschaften: | , , , , , , , , , , , |
| In: | Journal of Microbiology & Biology Education, 18, 2017, 3 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
American Society for Microbiology
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| Schlagwörter: |
| author_facet |
Briggs, Amy G. Hughes, Lee E. Brennan, Robert E. Buchner, John Horak, Rachel E. A. Amburn, D. Sue Katz McDonald, Ann H. Primm, Todd P. Smith, Ann C. Stevens, Ann M. Yung, Sunny B. Paustian, Timothy D. Briggs, Amy G. Hughes, Lee E. Brennan, Robert E. Buchner, John Horak, Rachel E. A. Amburn, D. Sue Katz McDonald, Ann H. Primm, Todd P. Smith, Ann C. Stevens, Ann M. Yung, Sunny B. Paustian, Timothy D. |
|---|---|
| author |
Briggs, Amy G. Hughes, Lee E. Brennan, Robert E. Buchner, John Horak, Rachel E. A. Amburn, D. Sue Katz McDonald, Ann H. Primm, Todd P. Smith, Ann C. Stevens, Ann M. Yung, Sunny B. Paustian, Timothy D. |
| spellingShingle |
Briggs, Amy G. Hughes, Lee E. Brennan, Robert E. Buchner, John Horak, Rachel E. A. Amburn, D. Sue Katz McDonald, Ann H. Primm, Todd P. Smith, Ann C. Stevens, Ann M. Yung, Sunny B. Paustian, Timothy D. Journal of Microbiology & Biology Education Concept Inventory Development Reveals Common Student Misconceptions about Microbiology General Agricultural and Biological Sciences General Immunology and Microbiology General Biochemistry, Genetics and Molecular Biology Education |
| author_sort |
briggs, amy g. |
| spelling |
Briggs, Amy G. Hughes, Lee E. Brennan, Robert E. Buchner, John Horak, Rachel E. A. Amburn, D. Sue Katz McDonald, Ann H. Primm, Todd P. Smith, Ann C. Stevens, Ann M. Yung, Sunny B. Paustian, Timothy D. 1935-7877 1935-7885 American Society for Microbiology General Agricultural and Biological Sciences General Immunology and Microbiology General Biochemistry, Genetics and Molecular Biology Education http://dx.doi.org/10.1128/jmbe.v18i3.1319 <jats:p>Misconceptions, or alternative conceptions, are incorrect understandings that students have incorporated into their prior knowledge. The goal of this study was the identification of misconceptions in microbiology held by undergraduate students upon entry into an introductory, general microbiology course. This work was the first step in developing a microbiology concept inventory based on the American Society for Microbiology’s Recommended Curriculum Guidelines for Undergraduate Microbiology. Responses to true/false (T/F) questions accompanied by written explanations by undergraduate students at a diverse set of institutions were used to reveal misconceptions for fundamental microbiology concepts. These data were analyzed to identify the most difficult core concepts, misalignment between explanations and answer choices, and the most common misconceptions for each core concept. From across the core concepts, nineteen misconception themes found in at least 5% of the coded answers for a given question were identified. The top five misconceptions, with coded responses ranging from 19% to 43% of the explanations, are described, along with suggested classroom interventions. Identification of student misconceptions in microbiology provides a foundation upon which to understand students’ prior knowledge and to design appropriate tools for improving instruction in microbiology.</jats:p> Concept Inventory Development Reveals Common Student Misconceptions about Microbiology Journal of Microbiology & Biology Education |
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| title |
Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
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Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
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Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
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Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
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Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
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Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
| title_sort |
concept inventory development reveals common student misconceptions about microbiology |
| topic |
General Agricultural and Biological Sciences General Immunology and Microbiology General Biochemistry, Genetics and Molecular Biology Education |
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http://dx.doi.org/10.1128/jmbe.v18i3.1319 |
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2017 |
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<jats:p>Misconceptions, or alternative conceptions, are incorrect understandings that students have incorporated into their prior knowledge. The goal of this study was the identification of misconceptions in microbiology held by undergraduate students upon entry into an introductory, general microbiology course. This work was the first step in developing a microbiology concept inventory based on the American Society for Microbiology’s Recommended Curriculum Guidelines for Undergraduate Microbiology. Responses to true/false (T/F) questions accompanied by written explanations by undergraduate students at a diverse set of institutions were used to reveal misconceptions for fundamental microbiology concepts. These data were analyzed to identify the most difficult core concepts, misalignment between explanations and answer choices, and the most common misconceptions for each core concept. From across the core concepts, nineteen misconception themes found in at least 5% of the coded answers for a given question were identified. The top five misconceptions, with coded responses ranging from 19% to 43% of the explanations, are described, along with suggested classroom interventions. Identification of student misconceptions in microbiology provides a foundation upon which to understand students’ prior knowledge and to design appropriate tools for improving instruction in microbiology.</jats:p> |
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| author | Briggs, Amy G., Hughes, Lee E., Brennan, Robert E., Buchner, John, Horak, Rachel E. A., Amburn, D. Sue Katz, McDonald, Ann H., Primm, Todd P., Smith, Ann C., Stevens, Ann M., Yung, Sunny B., Paustian, Timothy D. |
| author_facet | Briggs, Amy G., Hughes, Lee E., Brennan, Robert E., Buchner, John, Horak, Rachel E. A., Amburn, D. Sue Katz, McDonald, Ann H., Primm, Todd P., Smith, Ann C., Stevens, Ann M., Yung, Sunny B., Paustian, Timothy D., Briggs, Amy G., Hughes, Lee E., Brennan, Robert E., Buchner, John, Horak, Rachel E. A., Amburn, D. Sue Katz, McDonald, Ann H., Primm, Todd P., Smith, Ann C., Stevens, Ann M., Yung, Sunny B., Paustian, Timothy D. |
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| description | <jats:p>Misconceptions, or alternative conceptions, are incorrect understandings that students have incorporated into their prior knowledge. The goal of this study was the identification of misconceptions in microbiology held by undergraduate students upon entry into an introductory, general microbiology course. This work was the first step in developing a microbiology concept inventory based on the American Society for Microbiology’s Recommended Curriculum Guidelines for Undergraduate Microbiology. Responses to true/false (T/F) questions accompanied by written explanations by undergraduate students at a diverse set of institutions were used to reveal misconceptions for fundamental microbiology concepts. These data were analyzed to identify the most difficult core concepts, misalignment between explanations and answer choices, and the most common misconceptions for each core concept. From across the core concepts, nineteen misconception themes found in at least 5% of the coded answers for a given question were identified. The top five misconceptions, with coded responses ranging from 19% to 43% of the explanations, are described, along with suggested classroom interventions. Identification of student misconceptions in microbiology provides a foundation upon which to understand students’ prior knowledge and to design appropriate tools for improving instruction in microbiology.</jats:p> |
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| spelling | Briggs, Amy G. Hughes, Lee E. Brennan, Robert E. Buchner, John Horak, Rachel E. A. Amburn, D. Sue Katz McDonald, Ann H. Primm, Todd P. Smith, Ann C. Stevens, Ann M. Yung, Sunny B. Paustian, Timothy D. 1935-7877 1935-7885 American Society for Microbiology General Agricultural and Biological Sciences General Immunology and Microbiology General Biochemistry, Genetics and Molecular Biology Education http://dx.doi.org/10.1128/jmbe.v18i3.1319 <jats:p>Misconceptions, or alternative conceptions, are incorrect understandings that students have incorporated into their prior knowledge. The goal of this study was the identification of misconceptions in microbiology held by undergraduate students upon entry into an introductory, general microbiology course. This work was the first step in developing a microbiology concept inventory based on the American Society for Microbiology’s Recommended Curriculum Guidelines for Undergraduate Microbiology. Responses to true/false (T/F) questions accompanied by written explanations by undergraduate students at a diverse set of institutions were used to reveal misconceptions for fundamental microbiology concepts. These data were analyzed to identify the most difficult core concepts, misalignment between explanations and answer choices, and the most common misconceptions for each core concept. From across the core concepts, nineteen misconception themes found in at least 5% of the coded answers for a given question were identified. The top five misconceptions, with coded responses ranging from 19% to 43% of the explanations, are described, along with suggested classroom interventions. Identification of student misconceptions in microbiology provides a foundation upon which to understand students’ prior knowledge and to design appropriate tools for improving instruction in microbiology.</jats:p> Concept Inventory Development Reveals Common Student Misconceptions about Microbiology Journal of Microbiology & Biology Education |
| spellingShingle | Briggs, Amy G., Hughes, Lee E., Brennan, Robert E., Buchner, John, Horak, Rachel E. A., Amburn, D. Sue Katz, McDonald, Ann H., Primm, Todd P., Smith, Ann C., Stevens, Ann M., Yung, Sunny B., Paustian, Timothy D., Journal of Microbiology & Biology Education, Concept Inventory Development Reveals Common Student Misconceptions about Microbiology, General Agricultural and Biological Sciences, General Immunology and Microbiology, General Biochemistry, Genetics and Molecular Biology, Education |
| title | Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
| title_full | Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
| title_fullStr | Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
| title_full_unstemmed | Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
| title_short | Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
| title_sort | concept inventory development reveals common student misconceptions about microbiology |
| title_unstemmed | Concept Inventory Development Reveals Common Student Misconceptions about Microbiology |
| topic | General Agricultural and Biological Sciences, General Immunology and Microbiology, General Biochemistry, Genetics and Molecular Biology, Education |
| url | http://dx.doi.org/10.1128/jmbe.v18i3.1319 |