Conceptual understanding of osmosis and diffusion by Australian first-year biology students

Abstract

Osmosis and diffusion are essential foundation concepts for first-year biology students as they are a key to understanding much of the biology curriculum. However, mastering these concepts can be challenging due to their interdisciplinary and abstract nature. Even at their simplest level, osmosis and diffusion require the learner to imagine processes they cannot see. In addition, many students begin university with flawed beliefs about these two concepts which will impede learning in related areas. The aim of this study was to explore misconceptions around osmosis and diffusion held by first-year cell biology students at an Australian regional university. The 18-item Osmosis and Diffusion Conceptual Assessment was completed by 767 students. From the results, four key misconceptions were identified: approximately half of the participants believed dissolved substances will eventually settle out of a solution; approximately one quarter thought that water will always reach equal levels; one quarter believed that all things expand and contract with temperature; and nearly one third of students believed molecules only move with the addition of external force. Greater attention to identifying and rectifying common misconceptions when teaching first-year students will improve their conceptual understanding of these concepts and benefit their learning in subsequent science subjects.

Immersive 3D Experience of Osmosis Improves Learning Outcomes of First-Year Cell Biology Students

“…The overall mean score was 64.9% (95% confidence interval [CI]: 63.8 to 66.0). ODCA results for 2016 and 2017 are described in more detail in an earlier study ( Reinke et al. , 2019 ).…”

“…The ODCA was validated on 408 American university students ( Fisher et al. , 2011 ), and two of these questions were modified to be relevant to the regional Australian context ( Reinke et al. , 2019 ).…”

“…Common misconceptions about osmosis and diffusion include the beliefs that molecules move because they are seeking isolation (anthropomorphizing), molecules only move until isotonicity is reached and then stop moving, and osmosis occurs at a constant rate ( Zuckerman, 1994 ; Odom and Kelly, 2001 ; Fisher et al. , 2011 ; Artun and Cos¸tu, 2013 ; Reinke et al. , 2019 ).…”

“…Knowledge of diffusion and osmosis is required to understand normal and abnormal cellular functions, as well as life processes, such as water movement into the roots of a plant; photosynthesis; cellular respiration; and the swelling of brain cells in cerebral edema. Due to the ubiquity of these processes, most scientists have a solid understanding of osmosis and diffusion; however, learning about these concepts in school or at university is challenging (Johnstone and Mahmoud, 1980;Zuckerman, 1994;Odom, 1995;Odom andBarrow, 1995, 2007;Odom and Kelly, 2001;Fisher et al, 2011;Hasni et al, 2016;Sung et al, 2017;Reinke et al, 2019).…”

“…Common misconceptions about osmosis and diffusion include the beliefs that molecules move because they are seeking isolation (anthropomorphizing), molecules only move until isotonicity is reached and then stop moving, and osmosis occurs at a constant rate (Zuckerman, 1994;Odom and Kelly, 2001;Fisher et al, 2011;Artun and Coştu, 2013;Reinke et al, 2019). Despite many years of research into why students have developed these misunderstandings, and onging attempts to dispell them, these misunderstandings have persisted (Marek et al, 1994;Odom, 1995;Odom and Barrow, 1995;Odom and Barrow, 2007;Jensen et al, 1996;Sanger et al, 2001;Tekkaya, 2003;Fisher et al, 2011;Kramer and Myers, 2012;Reinke et al, 2019). Kramer and Myers (2012) suggested that the ways in which these concepts are taught can explain why students develop consistent misconceptions.…”