Concept Inventory Development Reveals Common Student Misconceptions about Microbiology

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 co...

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Autores principales:	Amy G. Briggs, Lee E. Hughes, Robert E. Brennan, John Buchner, Rachel E. A. Horak, D. Sue Katz Amburn, Ann H. McDonald, Todd P. Primm, Ann C. Smith, Ann M. Stevens, Sunny B. Yung, Timothy D. Paustian
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2017
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/06f35829a12546e59df4b7486d4f0ab4
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spelling	oai:doaj.org-article:06f35829a12546e59df4b7486d4f0ab42021-11-15T15:04:07ZConcept Inventory Development Reveals Common Student Misconceptions about Microbiology10.1128/jmbe.v18i3.13191935-78851935-7877https://doaj.org/article/06f35829a12546e59df4b7486d4f0ab42017-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i3.1319https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Misconceptions, 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.Amy G. BriggsLee E. HughesRobert E. BrennanJohn BuchnerRachel E. A. HorakD. Sue Katz AmburnAnn H. McDonaldTodd P. PrimmAnn C. SmithAnn M. StevensSunny B. YungTimothy D. PaustianAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 3 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Amy G. Briggs Lee E. Hughes Robert E. Brennan John Buchner Rachel E. A. Horak D. Sue Katz Amburn Ann H. McDonald Todd P. Primm Ann C. Smith Ann M. Stevens Sunny B. Yung Timothy D. Paustian Concept Inventory Development Reveals Common Student Misconceptions about Microbiology
description	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.
format	article
author	Amy G. Briggs Lee E. Hughes Robert E. Brennan John Buchner Rachel E. A. Horak D. Sue Katz Amburn Ann H. McDonald Todd P. Primm Ann C. Smith Ann M. Stevens Sunny B. Yung Timothy D. Paustian
author_facet	Amy G. Briggs Lee E. Hughes Robert E. Brennan John Buchner Rachel E. A. Horak D. Sue Katz Amburn Ann H. McDonald Todd P. Primm Ann C. Smith Ann M. Stevens Sunny B. Yung Timothy D. Paustian
author_sort	Amy G. Briggs
title	Concept Inventory Development Reveals Common Student Misconceptions about Microbiology
title_short	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_sort	concept inventory development reveals common student misconceptions about microbiology
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/06f35829a12546e59df4b7486d4f0ab4
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Concept Inventory Development Reveals Common Student Misconceptions about Microbiology

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