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Research Problem

Research Problem. From historical anecdotal evidence from colleagues, as well as from my own subjective, informal observations, students have a particularly difficult time understanding central dogma [currently working on lit review to support this]. Research Question. Research Question:

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Research Problem

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  1. Research Problem • From historical anecdotal evidence from colleagues, as well as from my own subjective, informal observations, students have a particularly difficult time understanding central dogma • [currently working on lit review to support this]

  2. Research Question • Research Question: • What misconceptions about central dogma do students bring with them to Genetics, and do they retain those misconceptions after completing the course? • Research Context: • Small liberal arts college, 1300 students • Students “raised” in an active learning environment (they haven’t had any lecture-based STEM courses) • 2 sections of BIOL289:Genetics with 24 students per section • Lab + lecture • Sophomores-seniors • All biology majors • My question is interesting because: • It can provide a framework (guidance) for targeted interventions to improve student learning gains related to the enduring concept of central dogma

  3. Research Methodology • Genetics Concept Assessment (Smith 2008) • 25 multiple choice questions • #s 2, 5, 6, and 12 address learning outcome: students will be able to “compare different types of mutations and describe how each can affect genes and the corresponding mRNA and proteins” • 2ndtier: paired with each multiple choice question “explain your answer in one or two sentences” • Pre-test • During first lab session • Post-test • During last lab session • Analyze • M/C: Which wrong answers are students choosing? • 2nd tier: Qualitative analysis • what themes emerge in their explanations of wrong answers? (or of right answers?) • use rubric to score explanations (different ways in which an answer can be wrong: vocab, connections, concept, just plain wrong, or correct?) • Pre vs post • Common themes in types of wrong answers? • Different vs. same wrong answers? • Do types of wrong answers change? • m/c answer vs explanation • Right m/c with wrong explanation, vice versa • Do explanations improve?

  4. Research Methodology • Genetics Concept Assessment (Smith 2008) • 25 multiple choice questions • #s 2, 5, 6, and 12 address learning outcome: students will be able to “compare different types of mutations and describe how each can affect genes and the corresponding mRNA and proteins” • 2ndtier: paired with each multiple choice question “explain your answer in one or two sentences” • Pre-test • During first lab session • Post-test • During last lab session • Analyze • M/C: Which wrong answers are students choosing? • 2nd tier: Qualitative analysis • what themes emerge in their explanations of wrong answers? (or wrong explanations of right answers?) • use rubric to score explanations (different ways in which an answer can be wrong: vocab, connections, concept, just plain wrong, or correct?) • Pre vs post • Common themes in types of wrong answers? • Different vs. same wrong answers? • Do types of wrong answers change? • m/c answer vs explanation • Right m/c with wrong explanation, vice versa • Do explanations improve?

  5. Alignment of Research Question and Methodology • Concept inventory gauges content knowledge • 2nd tier allows for unpacking of wrong answers • Can compare pre and post tests to see if misconceptions go away, stay the same, or change (are explanations of wrong answers similar, or different?) • This tool should allow for uncovering of misconceptions

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