The Genetic Drift Inventory: A Tool for Measuring What Advanced Undergraduates Have Mastered about Genetic Drift

Price, Rebecca; Andrews, Tessa C.; McElhinny, Teresa L.; Mead, Louise S.; Abraham, Joel K.; Thanukos, Anna; Perez, Kathryn E.

doi:10.1187/cbe.13-08-0159

Cited by 56 publications

(89 citation statements)

References 36 publications

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“…5. To evaluate student preparedness before the lesson or to evaluate learning after the lesson, instructors may wish to administer the Conceptual Assessment of Natural Selection (Kalinowski et al 2016) or the Genetic Drift Inventory (Price et al 2014). These inventories might also provide useful guidance for designing exam questions.…”

Section: Activity Extensionsmentioning

confidence: 99%

“…* Genetic drift only occurs in small populations Price et al (2014) 9. * Evolution is slow and gradual Price et al (2014) level, and class size. A general timeline is provided as a resource for the instructor (Table 3).…”

Section: Instructional Strategymentioning

confidence: 99%

“…* Natural selection and evolution are the same thing Bishop and Anderson (1990) and Nehm and Reilly (2007) 8. * Genetic drift only occurs in small populations Price et al (2014) 9. * Evolution is slow and gradual Price et al (2014) level, and class size.…”

Section: Instructional Strategymentioning

confidence: 99%

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Making evolution stick: using sticky notes to teach the mechanisms of evolutionary change

2017

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Evolution and its mechanisms of action are concepts that unite all aspects of biology, but remain some of the most difficult for students to understand. To address this challenge, we designed a hands-on activity that introduces fundamental mechanisms of evolutionary change: natural selection, genetic drift, and gene flow. In small groups, students use a population of sticky notes to reveal the consequences of each mechanism on phenotype frequency. In a followup homework assignment, students then explore how changes in phenotype frequency reflect changes in allele frequency in the population. This activity is suitable for anyone learning the basics of evolution, from high-school through the undergraduate level. We have provided detailed instructions, in-class worksheets, follow-up homework, and extensions that allow the activity to be simplified or made more complex as needed. In our own classrooms, we have observed that the concrete and collaborative nature of this activity enables students to deepen their understanding of the mechanisms through which evolution occurs. We have designed this study such that, in completing this activity, we hope to offer students the opportunity to confront potential misconceptions about evolution and gain a solid foundation for future explorations in the discipline.

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Section: Activity Extensionsmentioning

confidence: 99%

Section: Instructional Strategymentioning

confidence: 99%

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Making evolution stick: using sticky notes to teach the mechanisms of evolutionary change

2017

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“…This is one example of what has necessitated the general classification for these instruments as CLAIs and not simply concept inventories. BEDCI [10] BCI [11] BRI [12] CCMI [13] CINS [14] CUE [15] DLCI [16] ECCI [17] ESICI [18] FTCI [19] GeDI [20] HPI-CI [21] LPCI [22] MCI [23] Meiosis [24] MWCS [25] NGCI [26] QMCA [28] QMCI [29] QMCS [30] R-FCI [31] RCI [32] ROXCI [33] SSCI [34] TUV [35] VKT [36]…”

Section: Differences In Instrument Designmentioning

confidence: 99%

Preliminary results for the development and deployment of Conceptual Learning Assessment Instruments Methodology Survey (CLAIMS)

Henning¹,

Douglas²,

Lindell³

2015

2015 Physics Education Research Conference Proceedings

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Abstract. Following the creation of the Force Concept Inventory (FCI), many STEM discipline-based education researchers developed their own version of concept inventories. To incorporate all types of concept inventories created, we introduce the terminology of Conceptual Learning Assessment Instruments (CLAIs). Previous research shows much variation between what is considered a CLAI and the type of evidence used to support the inferences made from the results of CLAIs. As part of our study, we began by creating the Conceptual Learning Assessment Inventory Methodology Survey (CLAIMS). The CLAIMS was sent to developers of over 100 CLAIs identified via a systematic/ structured literature review. This paper discusses the research behind the CLAIMS as well as the preliminary results for the different CLAIs specifically differences in the field-testing of the CLAIs.

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“…However, it is important to note that genetic drift also underlies many biological phenomena and therefore receives deserved interest from the education community (e.g. Price et al, 2014). Although there are no elements of selection in genetic drift, specific mechanisms such as the bottleneck effect or the founder effect can stimulate dramatic changes in populations.…”

Section: Evolutionmentioning

confidence: 99%

Evolving germs – Antibiotic resistance and natural selection in education and public communication

Bohlin¹

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Bacterial resistance to antibiotics threatens modern healthcare on a global scale. Several actors in society, including the general public, must become more involved if this development is to be countered. The conveyance of relevant information provided through education and media reports is therefore of high concern. Antibiotic resistance evolves through the mechanisms of natural selection; in this way, a sound understanding of these mechanisms underlies explanations of causes and the development of effective risk-reduction measures. In addition to natural selection functioning as an explanatory framework to antibiotic resistance, bacterial resistance as a context seems to possess a number of qualities that make it suitable for teaching natural selection -a subject that has been proven notoriously hard to teach and learn. A recently suggested approach for learning natural selection involves so-called threshold concepts, which encompass abstract and integrative ideas. The threshold concepts associated with natural selection include, among others, the notions of randomness as well as vast spatial and temporal scales. Illustrating complex relationships between concepts on different levels of organization is one, of several, areas where visualizations are efficient. Given the often-imperceptible nature of threshold concepts as well as the fact that natural selection processes occur on different organizational levels, visual accounts of natural selection have many potential benefits for learning.Against this background, the present dissertation explores information conveyed to the public regarding antibiotic resistance and natural selection, as well as investigates how these topics are presented together, by scrutinizing media including news reports, websites, educational textbooks and online videos. The principal method employed in the media studies was content analysis, which was complemented with various other analytical procedures. Moreover, a classroom study was performed, in which novice pupils worked with a series of animations explaining the evolution of antibiotic resistance. Data from individual written assignments, group questions and video-recorded discussions were collected and analyzed to empirically explore the potential of antibiotic resistance as a context for learning about evolution through natural selection.Among the findings are that certain information, that is crucial for the public to know, about antibiotic resistance was conveyed to a low extent through wide-reaching news reporting. Moreover, explanations based on natural selection were rarely included in accounts of antibiotic resistance in any of the examined media. Thus, it is highly likely that a large proportion of the population is never exposed to explanations for resistance development ii during education or through newspapers. Furthermore, the few examples that were encountered in newspapers or textbooks were hardly ever visualized, but presented only in textual form. With regard to videos purporting to explain natural selec...

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The Genetic Drift Inventory: A Tool for Measuring What Advanced Undergraduates Have Mastered about Genetic Drift

Abstract: The Genetic Drift Inventory is a multiple true–false format concept inventory consisting of 22 statements. It tests how well upper-division undergraduate biology students grasp four key concepts, while simultaneously testing for the presence of six misconceptions.

Cited by 56 publications

References 36 publications

Making evolution stick: using sticky notes to teach the mechanisms of evolutionary change

Making evolution stick: using sticky notes to teach the mechanisms of evolutionary change

Preliminary results for the development and deployment of Conceptual Learning Assessment Instruments Methodology Survey (CLAIMS)

Evolving germs – Antibiotic resistance and natural selection in education and public communication

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