Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance
Misconceptions, also known as alternate conceptions, about key concepts often hinder the ability of students to learn new knowledge. Concept inventories (CIs) are designed to assess students’ understanding of key concepts, especially those prone to misconceptions. Two-tiered CIs include prompts that...
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American Society for Microbiology
2017
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oai:doaj.org-article:6a3203f4342c4b76af586e75036887832021-11-15T15:04:11ZUsing a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance10.1128/jmbe.v18i1.12811935-78851935-7877https://doaj.org/article/6a3203f4342c4b76af586e75036887832017-04-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i1.1281https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Misconceptions, also known as alternate conceptions, about key concepts often hinder the ability of students to learn new knowledge. Concept inventories (CIs) are designed to assess students’ understanding of key concepts, especially those prone to misconceptions. Two-tiered CIs include prompts that ask students to explain the logic behind their answer choice. Such two-tiered CIs afford an opportunity for faculty to explore the student thinking behind the common misconceptions represented by their choice of a distractor. In this study, we specifically sought to probe the misconceptions that students hold prior to beginning an introductory microbiology course (i.e., preconceptions). Faculty-learning communities at two research-intensive universities used the validated Host-Pathogen Interaction Concept Inventory (HPI-CI) to reveal student preconceptions. Our method of deep analysis involved communal review and discussion of students’ explanations for their CI answer choice. This approach provided insight valuable for curriculum development. Here the process is illustrated using one question from the HPI-CI related to the important topic of antibiotic resistance. The frequencies with which students chose particular multiple-choice responses for this question were highly correlated between institutions, implying common underlying misconceptions. Examination of student explanations using our analysis approach, coupled with group discussions within and between institutions, revealed patterns in student thinking to the participating faculty. Similar application of a two-tiered concept inventory by general microbiology instructors, either individually or in groups, at other institutions will allow them to better understand student thinking related to key concepts in their curriculum.Ann M. StevensAnn C. SmithGili Marbach-AdSarah A. BalcomJohn BuchnerSandra L. DanielJeffrey J. DeStefanoNajib M. El-SayedKenneth FrauwirthVincent T. LeeKevin S. McIverStephen B. MelvilleDavid M. MosserDavid L. PophamBirgit E. ScharfFlorian D. SchubotRichard W. SeylerPatricia Ann ShieldsWenxia SongDaniel C. SteinRichard C. StewartKaterina V. ThompsonZhaomin YangStephanie A. YarwoodAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 1 (2017) |
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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 Ann M. Stevens Ann C. Smith Gili Marbach-Ad Sarah A. Balcom John Buchner Sandra L. Daniel Jeffrey J. DeStefano Najib M. El-Sayed Kenneth Frauwirth Vincent T. Lee Kevin S. McIver Stephen B. Melville David M. Mosser David L. Popham Birgit E. Scharf Florian D. Schubot Richard W. Seyler Patricia Ann Shields Wenxia Song Daniel C. Stein Richard C. Stewart Katerina V. Thompson Zhaomin Yang Stephanie A. Yarwood Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance |
| description |
Misconceptions, also known as alternate conceptions, about key concepts often hinder the ability of students to learn new knowledge. Concept inventories (CIs) are designed to assess students’ understanding of key concepts, especially those prone to misconceptions. Two-tiered CIs include prompts that ask students to explain the logic behind their answer choice. Such two-tiered CIs afford an opportunity for faculty to explore the student thinking behind the common misconceptions represented by their choice of a distractor. In this study, we specifically sought to probe the misconceptions that students hold prior to beginning an introductory microbiology course (i.e., preconceptions). Faculty-learning communities at two research-intensive universities used the validated Host-Pathogen Interaction Concept Inventory (HPI-CI) to reveal student preconceptions. Our method of deep analysis involved communal review and discussion of students’ explanations for their CI answer choice. This approach provided insight valuable for curriculum development. Here the process is illustrated using one question from the HPI-CI related to the important topic of antibiotic resistance. The frequencies with which students chose particular multiple-choice responses for this question were highly correlated between institutions, implying common underlying misconceptions. Examination of student explanations using our analysis approach, coupled with group discussions within and between institutions, revealed patterns in student thinking to the participating faculty. Similar application of a two-tiered concept inventory by general microbiology instructors, either individually or in groups, at other institutions will allow them to better understand student thinking related to key concepts in their curriculum. |
| format |
article |
| author |
Ann M. Stevens Ann C. Smith Gili Marbach-Ad Sarah A. Balcom John Buchner Sandra L. Daniel Jeffrey J. DeStefano Najib M. El-Sayed Kenneth Frauwirth Vincent T. Lee Kevin S. McIver Stephen B. Melville David M. Mosser David L. Popham Birgit E. Scharf Florian D. Schubot Richard W. Seyler Patricia Ann Shields Wenxia Song Daniel C. Stein Richard C. Stewart Katerina V. Thompson Zhaomin Yang Stephanie A. Yarwood |
| author_facet |
Ann M. Stevens Ann C. Smith Gili Marbach-Ad Sarah A. Balcom John Buchner Sandra L. Daniel Jeffrey J. DeStefano Najib M. El-Sayed Kenneth Frauwirth Vincent T. Lee Kevin S. McIver Stephen B. Melville David M. Mosser David L. Popham Birgit E. Scharf Florian D. Schubot Richard W. Seyler Patricia Ann Shields Wenxia Song Daniel C. Stein Richard C. Stewart Katerina V. Thompson Zhaomin Yang Stephanie A. Yarwood |
| author_sort |
Ann M. Stevens |
| title |
Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance |
| title_short |
Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance |
| title_full |
Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance |
| title_fullStr |
Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance |
| title_full_unstemmed |
Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance |
| title_sort |
using a concept inventory to reveal student thinking associated with common misconceptions about antibiotic resistance |
| publisher |
American Society for Microbiology |
| publishDate |
2017 |
| url |
https://doaj.org/article/6a3203f4342c4b76af586e7503688783 |
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