Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology

The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was tha...

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Autores principales:	Amy G. Briggs, Stephanie K. Morgan, Seth K. Sanderson, Molly C. Schulting, Laramie J. Wieseman
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2016
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/ed2c9d062a294c2193049599e95c8124
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spelling	oai:doaj.org-article:ed2c9d062a294c2193049599e95c81242021-11-15T15:13:57ZTracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology10.1128/jmbe.v17i3.11651935-78851935-7877https://doaj.org/article/ed2c9d062a294c2193049599e95c81242016-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v17i3.1165https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids) and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein). Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble.Amy G. BriggsStephanie K. MorganSeth K. SandersonMolly C. SchultingLaramie J. WiesemanAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 339-350 (2016)
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 Stephanie K. Morgan Seth K. Sanderson Molly C. Schulting Laramie J. Wieseman Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology
description	The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids) and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein). Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble.
format	article
author	Amy G. Briggs Stephanie K. Morgan Seth K. Sanderson Molly C. Schulting Laramie J. Wieseman
author_facet	Amy G. Briggs Stephanie K. Morgan Seth K. Sanderson Molly C. Schulting Laramie J. Wieseman
author_sort	Amy G. Briggs
title	Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology
title_short	Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology
title_full	Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology
title_fullStr	Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology
title_full_unstemmed	Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology
title_sort	tracking the resolution of student misconceptions about the central dogma of molecular biology
publisher	American Society for Microbiology
publishDate	2016
url	https://doaj.org/article/ed2c9d062a294c2193049599e95c8124
work_keys_str_mv	AT amygbriggs trackingtheresolutionofstudentmisconceptionsaboutthecentraldogmaofmolecularbiology AT stephaniekmorgan trackingtheresolutionofstudentmisconceptionsaboutthecentraldogmaofmolecularbiology AT sethksanderson trackingtheresolutionofstudentmisconceptionsaboutthecentraldogmaofmolecularbiology AT mollycschulting trackingtheresolutionofstudentmisconceptionsaboutthecentraldogmaofmolecularbiology AT laramiejwieseman trackingtheresolutionofstudentmisconceptionsaboutthecentraldogmaofmolecularbiology
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Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology

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