Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance

Pickett, Sarah B.; Nielson, Catie; Marshall, Hydea; Tanner, Kimberly D.; Coley, John D.

doi:10.1128/jmbe.00220-21

Cited by 6 publications

(8 citation statements)

References 55 publications

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“…Many students reading the PubNavigator articles had mixed reasoning units and the inaccuracy of their statements primarily originated from misconceptions about a biological concept, rather than a misinterpretation of the reading or a problem with the article itself. Similar to other work, we identified several instances of both teleological and anthropocentric thinking in relation to the topics of evolution and natural selection in student discussions (Gregory, 2009; Pickett et al, 2022; Richard et al, 2017). Students often referred to evolution and natural selection as deterministic; traits evolved with direct goal of increasing the chances of survival and reproduction (i.e., teleological thinking).…”

Section: Discussionsupporting

confidence: 80%

“…Students often disregarded individual variation and assumed that all inbred populations were absent of genetic diversity, that evolution was unachievable, and that all inbred populations would die over time. As these types of misconceptions are often associated with types of intuitive reasoning, it is unlikely that students would be able to resolve these misconceptions in an online discussion (Coley & Tanner, 2015, 2012; Pickett et al, 2022). Instead, instructors may choose to address these misconceptions in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…Refutation text refers to passages that include a commonly held misconception followed by an explicit refutation of the misconception with a scientific explanation for why it is incorrect (Tippett, 2010). Previous research suggests that students who read refutation text use less language associated with cognitive construals and show improved conceptual understanding of biological evolution (Asterhan & Resnick, 2020; Pickett et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

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PubNavigator as an undergraduate teaching tool

Marroquín-Flores,

Campbell,

Grimes

et al. 2023

Preprint

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The ability to use data and evidence as the basis for scientific reasoning is a critical skill that undergraduate students must learn to successfully transition into science careers. There is a need for pedagogical tools that promote the development of science process skills and reduce barriers to implementation in the classroom. PubNavigator (www.pubnavigator.com) is a science communication platform that shares the findings of primary literature using accessible language and features biographical information about the authors. This research assesses the utility of PubNavigator as an undergraduate teaching resource. We analyzed responses to an assignment prompting discussion of PubNavigator articles in an asynchronous online discussion forum in an introductory biology course. We conducted thematic analysis guided by the evidence-based reasoning framework to identify evidence of science reasoning and interactive enagement. We found evidence that the PubNavigator assignment elicited engagement in scientific reasoning. Students who demonstrated higher levels of engagement with the assignment also demonstrated higher levels of science reasoning in their discussion of the articles. Our findings support PubNavigator as an undergraduate teaching tool that can be used to promote science reasoning and engagement in introductory biology. We provide recommendations for implementation to instructors interested in integrating PubNavigator activities into their courses.

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Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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PubNavigator as an undergraduate teaching tool

Marroquín-Flores,

Campbell,

Grimes

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…As a concluding activity, students should state whether given statements contain problematic phrasing within the specific context or not (single-choice with automatic feedback) and explain their decision (open-response). The design of the instruction on conditional metaconceptual knowledge was informed by previous research, models of self-regulated learning and metacognition, and educational proposals indicating that students need metacognitive conditional knowledge to know why and when to use their strategies and knowledge (e.g., their conceptions; see also Avargil et al, 2018), that explicitly addressing cognitive biases supports the development of conceptual knowledge (Pickett et al, 2022), that students' intuitive conceptions based on cognitive biases should and cannot be changed but rather that students should be enabled to become metaconceptually aware of and self-regulate them (Gonz alez Galli et al, 2020), and that the appropriateness of cognitive biases is context-dependent and students need to develop metacognitive knowledge about this context-dependency to draw on conceptions appropriate in a given context (Gresch, 2020; see also Sections 2.1 and 2.2).…”

Section: Intervention (B): Instruction On Conditional Metaconceptual ...mentioning

confidence: 99%

Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution

Hartelt,

Martens

2024

J Res Sci Teach

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Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to self‐regulate their conceptions in the context of evolution, we investigated the effectiveness of two instructional approaches that are based on metacognition and self‐regulated learning: (a) a formative criteria‐referenced self‐assessment of one's conceptions and (b) instruction on conditional metaconceptual knowledge (metacognitive knowledge about why and in which contexts specific conceptions are appropriate or not). We conducted an experimental intervention study using a 2 × 2 factorial (plus an additional control group), pre‐post‐follow‐up‐test design in German upper secondary level biology classes (N = 730). The groups that received one or both interventions had higher conceptual knowledge (i.e., used less intuitive conceptions and/or more scientific conceptions) afterward than those whose conceptions were not addressed: The self‐assessment resulted in higher use of scientific conceptions; the instruction on conditional metaconceptual knowledge additionally resulted in lower use of intuitive conceptions based on cognitive biases, more reported thought processes relating to inhibition of cognitive biases, and a better ability to identify inappropriate phrasing based on cognitive biases. No effects were found on students' self‐reported metaconceptual awareness and regulation. However, the fact that students inhibited their intuitive conceptions in the post‐test indicates that they were indeed metaconceptually aware of and self‐regulated their conceptions. The results suggest that students can be taught to become aware of the differences between intuitive and scientific conceptions and to regulate the use of their intuitive conceptions in a scientific context.

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“…Helping students to overcome their misconceptions on ABR can be challenging as these misconceptions are widespread and deeply rooted. Pickett et al ( 16 ) and Hartelt and Minkley ( 17 ) found that giving students the correct, factual information on biological processes does not help them address their misconceptions, and observe that not much research has gone into how to address these challenges effectively. However, Wingert et al ( 18 ), Ginnobili et al ( 19 ), and Kampourakis ( 6 ) propose to use active learning that is designed to help students identify and destabilize their intuitive thinking, for instance through having students verbalize their reasoning and assess it for elements of teleological, essentialist, or anthropocentric argumentation.…”

Section: Introductionmentioning

confidence: 99%