Application of the Microbiology Concept Inventory to improve programmatic curriculum

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Macy J. L. Rennpferd, Madeline V. Schroeder, Jonathan J. Nguyen, Marley A. Lund-Peterson, Onora Lancaster, Danielle L. Jessen Condry
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Abstract

ABSTRACT The Microbiology Concept Inventory is an assessment tool derived from the fundamental statements created by the American Society for Microbiology. This two-tier, multiple-choice question inventory requires students to choose the most correct answer for each question and provide a brief justification of their reasoning. Educators can utilize this tool to identify common misconceptions held by students and adjust curriculum to address and prevent the persistence of student misconceptions. Over the course of 5 years, the Microbiology Concept Inventory was annually administered to undergraduate students enrolled in entry-level, mid-level, and senior capstone microbiology courses at a mid-western rural university. Analysis was completed to compare course, year, majors and minors, gender, ethnicity, and cumulative GPA. Results of this study showed a significant difference in Microbiology Concept Inventory scores between students with high cumulative GPAs (3.5–4.0) and students with comparatively lower cumulative GPAs (2.5–2.99, 3.0–3.49). Results between the other demographic categories revealed statistically different scores in favor of white students, but no differences in scores between genders. The results suggest evidence of ethnic bias, but no gender bias as measured by the Microbiology Concept Inventory. Additionally, significant differences in scores across cohorts are indicative of improvements in the curricula due to prior targeted changes. Analysis of concept inventory results can guide curriculum changes for course instructors. Implementation of curriculum changes can enrich students’ academic success.
微生物学概念量表在改进程序性课程中的应用
微生物概念清单是一种评估工具,源自美国微生物学会创建的基本声明。这个两层的选择题清单要求学生为每个问题选择最正确的答案,并提供一个简短的理由来证明他们的推理。教育工作者可以利用这个工具来识别学生持有的常见误解,并调整课程,以解决和防止学生误解的持续存在。在5年的时间里,每年对中西部一所农村大学的初级、中级和高级顶点微生物学课程的本科生进行微生物学概念调查。分析完成了课程、年级、专业和辅修、性别、种族和累积GPA的比较。本研究结果显示,累积gpa较高的学生(3.5-4.0)与累积gpa较低的学生(2.5-2.99,3.0-3.49)在微生物学概念量表得分上存在显著差异。其他人口统计类别之间的结果显示,白人学生的得分有统计学差异,但性别之间的得分没有差异。结果表明有种族偏见的证据,但没有性别偏见的微生物概念清单测量。此外,各队列之间分数的显著差异表明,由于先前有针对性的改变,课程得到了改进。对概念清查结果的分析可以指导课程教师进行课程改革。课程改革的实施可以丰富学生的学业成就。
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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
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