Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements

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...

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Autores principales:	J. Shi, Jennifer K. Knight, Hyonho Chun, Nancy A. Guild, Jennifer M. Martin
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/f05e4f71061b495eaee3e7ea32896e60
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spelling	oai:doaj.org-article:f05e4f71061b495eaee3e7ea32896e602021-11-15T15:04:11ZUsing Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements10.1128/jmbe.v18i1.11951935-78851935-7877https://doaj.org/article/f05e4f71061b495eaee3e7ea32896e602017-04-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i1.1195https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Understanding 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.J. ShiJennifer K. KnightHyonho ChunNancy A. GuildJennifer M. MartinAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 1 (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 J. Shi Jennifer K. Knight Hyonho Chun Nancy A. Guild Jennifer M. Martin Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements
description	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.
format	article
author	J. Shi Jennifer K. Knight Hyonho Chun Nancy A. Guild Jennifer M. Martin
author_facet	J. Shi Jennifer K. Knight Hyonho Chun Nancy A. Guild Jennifer M. Martin
author_sort	J. Shi
title	Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements
title_short	Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements
title_full	Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements
title_fullStr	Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements
title_full_unstemmed	Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements
title_sort	using pre-assessment and in-class questions to change student understanding of molecular movements
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/f05e4f71061b495eaee3e7ea32896e60
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Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements

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