Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements
| Autor: | Jennifer K. Knight, Jia Shi, Hyonho Chun, Nancy Guild, Jennifer M. Martin |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Computer science
QH301-705.5 education computer.software_genre 050105 experimental psychology General Biochemistry Genetics and Molecular Biology Education assessment clicker questions Mathematics education 0501 psychology and cognitive sciences Biology (General) lcsh:QH301-705.5 molecular movement through cell membrane (MMTM) lcsh:LC8-6691 Class (computer programming) lcsh:Special aspects of education General Immunology and Microbiology Multimedia LC8-6691 pre-assessment Research 05 social sciences 050301 education Special aspects of education Clicker lcsh:Biology (General) reasoning misconceptions General Agricultural and Biological Sciences Construct (philosophy) diagnostic clicker questions 0503 education computer Pre-assessment |
| Zdroj: | Journal of Microbiology & Biology Education, Vol 18, Iss 1 (2017) Journal of Microbiology & Biology Education |
| ISSN: | 1935-7877 1935-7885 |
| DOI: | 10.1128/jmbe.v18i1.1195 |
| Popis: | Understanding how different types of molecules move through cell membranes is a fundamental part of cell biology. To identify and address student misconceptions surrounding molecular movement through cell membranes, we surveyed student understanding on this topic using pre-class questions, in-class clicker questions, and subsequent exam questions in a large introductory biology course. Common misconceptions identified in student responses to the pre-class assessment questions were used to generate distractors for clicker questions. Two-tier diagnostic clicker questions were used to probe incoming common student misconceptions (first tier) and their reasoning (second tier). Two subsequent lectures with assessment clicker questions were used to help students construct a new framework to understand molecular movement through cell membranes. Comparison of pre-assessment and post-assessment (exam) performance showed dramatic improvement in students’ understanding of molecular movement: student answers to exam questions were 74.6% correct with correct reasoning while only 1.3% of the student answers were correct with correct reasoning on the pre-class assessment. Our results show that students’ conceptual understanding of molecular movement through cell membranes progressively increases through discussions of a series of clicker questions and suggest that this clicker-based teaching strategy was highly effective in correcting common student misconceptions on this topic. |
| Databáze: | OpenAIRE |
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