Diagnostic of students' misconceptions using the Biological Concepts Instrument (BCI): A method for conducting an educational needs assessment

Abstract

Concept inventories, constructed based on an analysis of students’ thinking and their explanations of scientific situations, serve as diagnostics for identifying misconceptions and logical inconsistencies and provide data that can help direct curricular reforms. In the current project, we distributed the Biological Concepts Instrument (BCI) to 17-18-year-old students attending the highest track of the Swiss school system (Gymnasium). Students’ performances on many questions related to evolution, genetics, molecular properties and functions were diverse. Important common misunderstandings were identified in the areas of evolutionary processes, molecular properties and an appreciation of stochastic processes in biological systems. Our observations provide further evidence that the BCI is efficient in identifying specific areas where targeted instruction is required. Based on these observations we have initiated changes at several levels to reconsider how biological systems are presented to university biology studies with the goal of improving student’s foundational understanding.

The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education

“…As such, students are expected to have an intimate grasp of these concepts to support both their academic and career goals. However, there is evidence that misconceptions about transcription and translation often persist for students even after they have completed these courses ( Wright et al, 2014 ; Newman et al, 2016 ; Queloz et al, 2017 ). This issue likely stems from the intangibility of the microscopic processes of the “central dogma” when taught through lecture alone.…”

Addressing Elementary Teachers’ Alternative Conceptions in Force and Motion with an Interactive Computer Simulation

“…The results indicate that there was positive shift in the understanding of the respondents on concepts falling under these items. No significant change in proportion was observed in items 3,5,6,7,8,9,11,12,13,14,18,19,20,21,23,25,26,27, 29, 30 which indicate that there was no positive effect on the respondents' misconceptions under these items. The items dealing with non-rectilinear motion or motions in one dimension (5, 6, 7, 8, 9, 10, 11, 12, 14, 18, 21, 22, and 23) with the exception of item 10 also had no significant positive shift in the responses.…”

Bioinformatics-Based Activities in High School: Fostering Students’ Literacy, Interest, and Attitudes on Gene Regulation, Genomics, and Evolution

“…It is consensual that an updated and edifying high school level education requires an attentive revision of the curricula aligned with the challenges of NGSS and capable to meet Science, Technology, Engineering and Mathematics (STEM) education ( Wefer and Sheppard, 2008 ; Kovarik et al, 2013 ; National Research Council, 2013 ; Champagne Queloz et al, 2017 ). In this regard, bioinformatics is in a privileged position, due to the transdisciplinary approach it entails, by seeking a level of integration of different disciplines, such as biology, computer science, and mathematics, beyond the mere interdisciplinary relationship between them.…”

“…It is therefore reasonable to acknowledge the importance of integrating bioinformatics in high school, as emphasized in several studies ( Dudley and Butte, 2009 ; Machluf and Yarden, 2013 ; Magana et al, 2014 ; Marques et al, 2014 ; Machluf et al, 2017 ), even though there is scarce research on how to do it ( Campbell and Nehm, 2013 ; Magana et al, 2014 ; Machluf et al, 2017 ). To measure the impact of educational initiatives using bioinformatics resources on high school students and to emend misconceptions and tailor adequate bioinformatics activities for successful learning, it is important to diagnose the knowledge students perceive to have about bioinformatics- and genomics-related concepts ( Gelbart and Yarden, 2006 ; Gelbart et al, 2009 ; Form and Lewitter, 2011 ; Champagne Queloz et al, 2017 ).…”