Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology

The primary goal of this project was to assess long-term retention of concepts and critical thinking skills in individuals who completed a Developmental Biology course. Undergraduates who had completed the course between 2006 and 2009 were recently contacted and asked to complete a professional goal...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Diane C. Darland, Jeffrey S. Carmichael
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2012
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/49393596901549bcbbe0aa2418fec23f
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:49393596901549bcbbe0aa2418fec23f
record_format	dspace
spelling	oai:doaj.org-article:49393596901549bcbbe0aa2418fec23f2021-11-15T15:03:41ZLong-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology10.1128/jmbe.v13i2.3311935-78851935-7877https://doaj.org/article/49393596901549bcbbe0aa2418fec23f2012-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v13i2.331https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885The primary goal of this project was to assess long-term retention of concepts and critical thinking skills in individuals who completed a Developmental Biology course. Undergraduates who had completed the course between 2006 and 2009 were recently contacted and asked to complete a professional goals survey and a multiple-choice developmental biology assessment test (DBAT) targeting four levels of learning. The DBAT was designed to assess students’ retention of knowledge and skills related to factual recall, concept application, data analysis, and experimental design. Performance of the 2006–2009 cohorts was compared to that of students enrolled in 2010 who completed the DBAT at the beginning and the end of the semester. Participants from the 2010 course showed significant learning gains based on pre- and posttest scores overall and for each of the four levels of learning. No significant difference in overall performance was observed for students grouped by year from 2006–2010. Participants from the 2006–2009 cohorts scored slightly, but significantly, higher on average if they enrolled in graduate or professional training. However, performance on individual question categories revealed no significant differences between those participants with and without postundergraduate training. Scores on exams and a primary literature critique assignment were correlated with DBAT scores and thus represent predictors of long-term retention of developmental biology knowledge and skills.Diane C. DarlandJeffrey S. CarmichaelAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 13, Iss 2, Pp 125-132 (2012)
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 Diane C. Darland Jeffrey S. Carmichael Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology
description	The primary goal of this project was to assess long-term retention of concepts and critical thinking skills in individuals who completed a Developmental Biology course. Undergraduates who had completed the course between 2006 and 2009 were recently contacted and asked to complete a professional goals survey and a multiple-choice developmental biology assessment test (DBAT) targeting four levels of learning. The DBAT was designed to assess students’ retention of knowledge and skills related to factual recall, concept application, data analysis, and experimental design. Performance of the 2006–2009 cohorts was compared to that of students enrolled in 2010 who completed the DBAT at the beginning and the end of the semester. Participants from the 2010 course showed significant learning gains based on pre- and posttest scores overall and for each of the four levels of learning. No significant difference in overall performance was observed for students grouped by year from 2006–2010. Participants from the 2006–2009 cohorts scored slightly, but significantly, higher on average if they enrolled in graduate or professional training. However, performance on individual question categories revealed no significant differences between those participants with and without postundergraduate training. Scores on exams and a primary literature critique assignment were correlated with DBAT scores and thus represent predictors of long-term retention of developmental biology knowledge and skills.
format	article
author	Diane C. Darland Jeffrey S. Carmichael
author_facet	Diane C. Darland Jeffrey S. Carmichael
author_sort	Diane C. Darland
title	Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology
title_short	Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology
title_full	Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology
title_fullStr	Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology
title_full_unstemmed	Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology
title_sort	long-term retention of knowledge and critical thinking skills in developmental biology
publisher	American Society for Microbiology
publishDate	2012
url	https://doaj.org/article/49393596901549bcbbe0aa2418fec23f
work_keys_str_mv	AT dianecdarland longtermretentionofknowledgeandcriticalthinkingskillsindevelopmentalbiology AT jeffreyscarmichael longtermretentionofknowledgeandcriticalthinkingskillsindevelopmentalbiology
_version_	1718428308827275264

Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology

Ejemplares similares