Development of a<i>Lac</i>Operon Concept Inventory (LOCI)

Stefanski, Katherine M.; Gardner, Grant E.; Seipelt-Thiemann, Rebecca L.

doi:10.1187/cbe.15-07-0162

Cited by 18 publications

(17 citation statements)

References 51 publications

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“…Each CI addresses student misconceptions about a defined set of concepts, in a multiple-choice test that has been validated through trial runs and evaluation. Concept inventories are now available for astronomy and space science ( 8 ), relativity ( 9 ), digital logic ( 10 ), statistics ( 11 ), calculus ( 12 ), discrete mathematics ( 13 ), chemistry ( 14 ), biomechanics ( 15 ), general biology ( 16 ), central dogma ( 17 ), circulation ( 18 ), biology experimental design ( 19 ), flowering plant growth ( 20 ), diffusion and osmosis ( 21 ), genetics ( 22 ), meiosis ( 23 ), molecular biology ( 24 ), the lactose operon ( 25 ), and host-pathogen interactions ( 26 ).…”

Section: Introductionmentioning

confidence: 99%

Development, Validation, and Application of the Microbiology Concept Inventory

Paustian

Briggs

Brennan

et al. 2017

J Microbiol Biol Educ.

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If we are to teach effectively, tools are needed to measure student learning. A widely used method for quickly measuring student understanding of core concepts in a discipline is the concept inventory (CI). Using the American Society for Microbiology Curriculum Guidelines (ASMCG) for microbiology, faculty from 11 academic institutions created and validated a new microbiology concept inventory (MCI). The MCI was developed in three phases. In phase one, learning outcomes and fundamental statements from the ASMCG were used to create T/F questions coupled with open responses. In phase two, the 743 responses to MCI 1.0 were examined to find the most common misconceptions, which were used to create distractors for multiple-choice questions. MCI 2.0 was then administered to 1,043 students. The responses of these students were used to create MCI 3.0, a 23-question CI that measures students’ understanding of all 27 fundamental statements. MCI 3.0 was found to be reliable, with a Cronbach’s alpha score of 0.705 and Ferguson’s delta of 0.97. Test item analysis demonstrated good validity and discriminatory power as judged by item difficulty, item discrimination, and point-biserial correlation coefficient. Comparison of pre- and posttest scores showed that microbiology students at 10 institutions showed an increase in understanding of concepts after instruction, except for questions probing metabolism (average normalized learning gain was 0.15). The MCI will enable quantitative analysis of student learning gains in understanding microbiology, help to identify misconceptions, and point toward areas where efforts should be made to develop teaching approaches to overcome them.

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Section: Introductionmentioning

confidence: 99%

Development, Validation, and Application of the Microbiology Concept Inventory

Paustian

Briggs

Brennan

et al. 2017

J Microbiol Biol Educ.

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“…They are designed to test the conceptual difficulties, to measure conceptual mastery over time and also to help the faculty to identify areas, where improvements in their instruction are needed (Smith and Wood 2016). Some of the published concept inventories in genetics are Genetics Literacy Assessment (Bowling et al 2008), Genetics Concept Assessment (Smith et al 2008), Genetics Diagnostic (Tsui and Treagust 2009), Meiosis Concept Inventory (Kalas et al 2013), Genetic Drift Inventory (Price et al 2014), Molecular Biology Capstone Assessment (Couch et al 2015), Central Dogma Concept Inventory (Newman et al 2016) and Lac Operon Concept Inventory (Stefanski et al 2016). There is an urgent need to develop more and more concept inventories for all the important concepts of AGB and to use them in Indian Universities.…”

Section: Laboratory Practical Exercises On Tribolium Andmentioning

confidence: 99%

Tools and resources for teaching genetics in veterinary sciences in India: A critical analysis of deficiencies and possible solutions

Gaur¹,

Sahoo²,

Ahmad³

et al. 2019

IJGPB

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Recent developments in Animal Genetics and Breeding (AGB) in 21st Century have made these areas logical to be unavoidable for modern livestock husbandry. AGB teaching consists of knowledge in three fields’ viz., conventional animal breeding, application of molecular genetics in livestock production and reproduction of superior genetic material. Teaching in this subject currently has however, been skewed either to animal breeding or to molecular genetics resulting in incomplete knowledge of both the fields. Simple laboratory practical exercises on Tribolium and Drosophila, which were routinely experienced about 20 years back, are now missing in most of the colleges/ universities. Livestock farm facilities for each species like cattle, buffalo, sheep, goat and pig should be strengthened to understand the genetic mechanism of quantitative traits. Advanced statistical tools, which are required to understand the complex structure and function of genes and genome are missing in the curricula. Use of the latest software to understand the molecular mechanisms underlying important traits in domestic animals need to be emphasized in syllabus. Basic knowledge of computer languages like R, C++, FORTRAN and Java must be compulsory for the students of AGB to understand and formulate the parameters for the software. Experience of collecting huge phenomic data from the livestock farms and its statistical analysis is missing in the curricula. A compulsory course on “Livestock Farm Practices” in line with Under Graduate students should be kept in 1st year for Post Graduate students also. Furthermore, exposure visits should be organized to state of the art farms of Government and industry to cover all the livestock species in order to sensitize students for efficient phenomic data recording. A skill development course should be designed at Post Graduate level using specialized techniques of AGB for fulfilling the gap of manpower in industry.

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“…and the American Society for Microbiology (ASM) curriculum guidelines have identified gene expression as a core concept for undergraduate biology students (5,6). The lac operon is commonly used to teach key principles related to gene organization and regulation of gene expression in undergraduate courses ranging from introductory biology to microbiology and genetics, yet this topic can be challenging for students (7,8). Because this particular biological example is so widely utilized to illustrate the process of gene expression, the TTT-GIL activity described here focuses on the lac operon.…”

Section: Introductionmentioning

confidence: 99%

Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models

Gordy

Sandefur

Lacara

et al. 2020

J Microbiol Biol Educ.

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Undergraduate biology courses rely heavily on visual representation of information. Students view images of plants, animals, and microbes, interpret data presented in graphs, and use drawings to understand how cells and molecules interact in three dimensions. Traditional teaching approaches exclude students with visual impairments and disadvantage students with disabilities that affect their interpretation and processing of visual and spatial information, and also students who simply do not identify as "visual learners." By using new technologies to develop tactile teaching tools (TTTs) that can be employed in classrooms, we aim to create inclusive learning environments and more effectively instruct diverse learners. The advent of affordable and accessible 3D printing technology makes it possible to create tactile models that represent molecules, cells, and entire organisms more accurately than traditional visual representations. We describe the assessment of a 3D gene expression puzzle as a guided inquiry learning activity in which students must correctly assemble a series of components in order to achieve an output. Upon completion of the puzzle, the TTT provides tactile feedback through vibration to signal transcriptional activation. Analysis of pre-and postassessment performance demonstrated statistically significant increases in individual students' paired assessment scores in two different classroom implementations, with a greater effect size at a rural minorityserving institution than an urban R1 university. These encouraging preliminary data suggest that TTTs with guided-inquiry learning disproportionately benefit disadvantaged student populations and could serve as a tool in leveling the playing field when teaching abstract biological concepts in diverse educational settings.

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Development of aLacOperon Concept Inventory (LOCI)

Cited by 18 publications

References 51 publications

Development, Validation, and Application of the Microbiology Concept Inventory

Development, Validation, and Application of the Microbiology Concept Inventory

Tools and resources for teaching genetics in veterinary sciences in India: A critical analysis of deficiencies and possible solutions

Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models

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