Molecular Concepts Adaptive Assessment (MCAA) Characterizes Undergraduate Misconceptions about Molecular Emergence

Author:

Gauthier Andrea1,Jantzen Stuart2,McGill Gaël3,Jenkinson Jodie12

Affiliation:

1. Institute of Medical Science, University of Toronto, Toronto, ON M5S 1A8, Canada

2. Biomedical Communications, Department of Biology, University of Toronto Mississauga, Mississauga, ON L5L 1C6, Canada

3. Center for Molecular and Cellular Dynamics, Harvard Medical School, Boston, MA 02115

Abstract

This paper discusses the results of two experiments assessing undergraduate students’ beliefs about the random nature of molecular environments. Experiment 1 involved the implementation of a pilot adaptive assessment ( n = 773) and focus group discussions with undergraduate students enrolled in first- through third-year biology courses; experiment 2 involved the distribution of the redesigned adaptive assessment to the same population of students in three consecutive years ( n = 1170). The overarching goal of the study was to provide a detailed characterization of learners’ perceptions and beliefs regarding molecular agency, environments, and diffusion and whether or not those beliefs change over time. Our results indicated that advanced learners hold as many misconceptions as novice learners and that confidence in their misconceptions increases as they advance through their undergraduate education. In particular, students’ understanding of random/Brownian motion is complex and highly contextual, suggesting that the way in which we teach biology does not adequately remediate students’ preconceived notions of molecular agency and may actually reinforce them.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

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