Characterizing Students’ Ideas about the Effects of a Mutation in a Noncoding Region of DNA Scott A. Sieke.pdf

该【Characterizing Students’ Ideas about the Effects of a Mutation in a Noncoding Region of DNA Scott A. Sieke 】是由【周瑞】上传分享，文档一共【12】页，该文档可以免费在线阅读，需要了解更多关于【Characterizing Students’ Ideas about the Effects of a Mutation in a Noncoding Region of DNA Scott A. 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】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。:..ARTICLECharacterizingStudents’,??,??,§?*?DepartmentofMolecular,Cellular,andDevelopmentalBiology,UniversityofColorado–Boulder,Boulder,CO80309;§CREATEforSTEMInstitute,MichiganStateUniversity,EastLansing,MI48824ABSTRACTUnderstandingstudentideasinlarge-enrollmentbiologycoursescanbechallenging,be-causeeasy-to-administermultiple-(AACR)project,-enrollmentintroductorybiologycoursesatthreedifferentinstitutionsoverfivesemestersandgeneratedananalyticscoringsys--answeringthequestion,studentsshowedimprovementfrompreassessment,with64%ofstudentsinincorrectand67%ofstudentsinpartiallyincorrect(mixed)-scoringmodel,andinstructionalactivitycannowbereliablyusedbyotherinstructorstobetterunderstandandcharacterizestudentideasontheeffectsofmutationsoutsideagene--enrollmentbiologycourses,studentunderstandingisoftenmeasuredthroughmultiple-choicequestions,asgradingwrittenanswerspresentsasignificanttimeandresourceburdenforinstructors(SimkinandKuechler,2005).Multiple-choiceques-tionscanalsobeusedeffectivelyforrapidin-classfeedbacktobothinstructorsandstudentsandcanbepairedwithpeerinstructionandtechnologicaltoolssuchasclick-erstocreateaneffectiveactive-learningenvironment(Smithetal.,2009;HubbardRossNehm,MonitoringEditorandCouch,2018).However,fromanassessmentperspective,multiple-choiceques-SubmittedSep6,2018;RevisedFeb5,2019;AcceptedFeb5,2019tionsofferarelativelylimitedviewofstudentconceptualunderstanding,becausetheyCBELifeSciEducJune1,201918:ar18forcestudentstoselecttheoneanswerwithwhichtheymoststronglyagree,butdoDOI:-09-0173notnecessarilyincludeorallowthemtoexpressalloftheirideasonaparticulartopic?Theseauthorscontributedequallytothisarticle.(BirenbaumandTatsuoka,1987;KuechlerandSimkin,2010;Couchetal.,2015).*Addresscorrespondenceto:JenniferKnightStudentscanalsoholdbothscientificandnaiveconceptionssimultaneously,shifting(Jennifer.******@).emoreexpert-like;such?,,et?—Lifenuancescannotbecapturedinmultiple-choiceanswers(Opferetal.,2012).Addition-SciencesEducation?,multiple-choicequestionstendtotestalowercognitivelevelofunderstandingAmericanSocietyforCellBiologyunderlicense(Bloom,1956).Studentsansweringmultiple-choicequestionsaremorelikelytousefromtheauthor(s).ItisavailabletothepublicconvergentthoughtprocessestoarriveatasinglecorrectanswerratherthanemployunderanAttribution–mercial–Sharedivergentthoughtprocessestothinkofallpossiblesolutionstoaproblem(,1990;DaniliandReid,2006).Furthermore,studentsmayusestudystrategies(/licenses/by-nc-sa/).thatprivilegememorizationandsurface-levellearningratherthanpursuingadeep“ASCB?”and“TheAmericanSocietyforCellunderstandingofbiologicalcontentwhentheyknowtheywillbeaskedtoanswerlowBiology?”areregisteredtrademarksofThecognitive-levelquestionstypicalofthemultiple-choiceformat(Wardetal.,1980;—LifeSciencesEducation?18:ar18,1–12,Summer201918:ar18,1:..,,,1999;Stanger-Hall,2012).Althoughitispossibleto2012;Nehmetal.,2012;al.,2015;Prevostetal.,writemultiple-esshigherlevelsofcrit-2016).putermodelsicalthinkingsuchasanalysisandevaluation,monlycoveredinalwaysexpendtheextraeffortrequiredtodoso(Simkinandintroductorybiology,biochemistry,chemistry,andstatisticsKuechler,2005).Severalmodificationsonthemultiple-choice(see/～aacr).Inthispaper,werespondtoaformat,suchastwo-stageandmultipletrue/falsequestions,areneedforadditionalquestionsregardingtopicsinintroductorybetteratrevealing“mixed”,evenamongrelativelyadvancedstudentsIdeasrelatingtotheprocessesofcellulartranscriptionand(Couchetal.,2015,2018).However,thehighguessrateinher-translation,aswellastheeffectthatmutationscanhaveonentinthismultipletrue/falseformat(50%)andtheforcedtheseprocesses,aredifficultforstudentstograsp(Marbach-Ad,natureofselectingananswerratherthanconstructingone’s2001;Fisher,2006;DuncanandReiser,2007;Wrightetal.,ownanswerstillresultinarelativelysurface-leveldiagnosisof2014;Haskel-Ittahetal.,2018).Toaddressthis,(Couchetal.,2015).Alternatively,open-endedor(2016)putermodelconstructed-responsequestionspromptstudentstorespondinbasedonamultiple-icsConcepttheirownwordsratherthanselectingananswerthatmostAssessment(Smithetal.,2008)toscorestudentideasaboutthecloselyresemblestheirthinking(Martinez,1999).Suchques-,manystudentsincorrectlyindicatedthatsimultaneously(Hubbardetal.,2017).Studentsthemselvesaretheeffectontranslationwasduetoanearlierhaltingofreplica-alsoawarethatconstructed-responsequestionsallowthemtotion,transcription,-municatedepthofknowledge,andtheyreportalter-tions,Pelletreauetal.(2016)developedanactivitytohelpstu-ingtheirstudystrategiestofocusmoreonconceptualapplica-dentsunderstandthepossibleeffectsofmutationsonthesetionthanknowledge--codonmutationques-willusethisformat(Scouller,1998;Martinez,1999;SimkintionsdevelopedbyPrevostetal.(2016)beforeandafterthisandKuechler,2005).Despitetheseadvantages,resourceandactivityasapre/posttestandshowedthatstudentsfrommulti-timelimitationsoftenpreventinstructorsfromusingconstruct-pleinstitutionswithdifferentinstructorsanddifferentclass-ed-responsequestionstounderstandstudentthinking,,thereisclearlyvalueputerassisted–puter-assistedscor-batthelimita-ingtocharacterizetheefficacyofinstructionalactivitiesonstu-tionsofconstructed-responsequestions.-–scoringmodelsexist,suchasSPSSTextAnaly-Whilemisconceptionsaboutnonsensemutationsarepreva-sis,inwhichtextfromstudentanswersisextractedusinglargelent,thequestiondevelopedherespecificallybuildsonaprevi-librariesoftermsdevelopedbytheresearchers(NehmandousresearchfindingfromtheIntroductoryMolecularandCellHaertig,2012;Prevostetal.,2016).Anothertool,Summariza-BiologyAssessment(IMCA)thatstudentsstruggletounder-tionIntegratedDevelopmentEnvironmentanalytics(KangstandtherolesofpromoterandcodingregionsofDNAandhowetal.,2008),identifiespatternsinstudentresponsesandusestodistinguishthemfromnoncodingandnonregulatoryregionsthesepatternstocategorizethestudent-submittedresponses(Shietal.,2010).AquestionintheIMCAasksabouttheeffectintocategoriesdevelopedbytheresearchteam(Nehmetal.,ofreplacingthecodingsequenceofabacterialgenewiththe2012).puterassisted–scoringtechniquesrelyoncodingsequenceofasimilarhumangene,whilepreservingthehumansfirstscoringalargenumberofstudentanswers,ide-,assisted–scoringmodelsarethenconstructedusingthehuman-morethan70%ofstudentstestedansweredthequestionincor-;almosthalfofthesestudentsthoughtthattheaminoacidcomputerassisted–scoringmodelisfunctional,instructorscansequencewouldconsistofa“hybrid”-coursemanagementorothersoftware,uploaddeidentifiedstu-moterasaregulatorysequence,believinginsteadthatthepro-dentanswers,andreceiverapidanddetailedfeedbackinform-’,wedevelopedaconstructed-responsequestionThismethodcircumventsreadinghundredsofanswersandabouttheeffectofaninsertionmutationbeforethepromoterprovidesinformationtoinstructorsquicklyenoughforthemtoregionofagene,,puterrading,asevenassisted–scoringmodel,andusedthisquestiontomeasuretheunderthebestcircumstancesitcannotyetachieveahuman-;rather,itisintendedtoprovidefeed-backtoinstructors,whocanthensharethisfeedbackwithstu-METHODSdents(Haetal.,2011).TheAutomatedAnalysisofConstructedQuestionDevelopmentResponses(AACR)-Wedesignedthequestionforthisstudyusingpublishedguide-puterassisted–scoringmodelsonadiversesetoftopics(Halinesfordevelopingconstructed-responsequestions,includingetal.,2011;Haudeketal.,2011,2012;NehmandHaertig,minimizingjargonasmuchaspossibleintheprompt;using18:ar18,2CBE—LifeSciencesEducation?18:ar18,Summer2019:..StudentIdeasaboutNoncodingMutationswordingthatelicitsanswersofseveralwordstoseveralsen-CharacterizingStudentAnswerstencesinlength,ratherthansingle-wordanswers;andusingTwoauthors(.)constructedaninitialscoringwordingtoavoidresponseswithchainsofreasoning(Haudeksystembycategorizinganswersfrom301students,workingetal.,2011;NehmandHaertig,2012).-valueofadraftversionofthisquestionbygivingittostudentsputerassisted–scoringmodelsrequirelargenumbersofhuman-fromthreeintroductorybiologyclassesandfoundthatitelic-scoredstudentanswersineachofthechosencategoriestopro-itedanappropriaterangeofcorrectandincorrectideasvideexamplesofthelanguagediagnosticofcategory(unpublisheddata)thatcouldbeusedtofurtherexplorestu-membership,(urlessthan2%ofthetime)–scoringmodelsareineffi-from10facultyassociatedwiththeAACRprojectand10inter-cientatrecognizingcategoriesthatrequireinferentialinterpre-,,wechosetoshowonlystudentanswersfromdifferentinstitutions,collectedatdiffer-mondescriptorofentpointsduringintroductorycourses,wecontinuallymodified“codingstrand,”“pro-interraterreliability,threeoftheauthors(.,.,andmoter”ratherthanamoregeneraldescriptor,becausestu-.)individuallycodedthesame21studentanswersandmonlytaughtthedefinitionofapromoteragreedupon91%ofitemsgradedacrosseightscoringcatego-sequenceandcorrectlyidentifiedthatthepromoterwascriti--“noncodingmutation”(NCM)questionistwoauthors,,withdefinitionsandexam-ples,,andthepro-puterAssisted––scoringmodelbyusinga