Understanding Randomness on a Molecular Level: A Diagnostic Tool.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2023-06-01 DOI:10.1187/cbe.22-05-0097
Samuel Tobler, Katja Köhler, Tanmay Sinha, Ernst Hafen, Manu Kapur
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Abstract

Undergraduate biology students’ molecular-level understanding of stochastic (also referred to as random or noisy) processes found in biological systems is often limited to those examples discussed in class. Therefore, students frequently display little ability to accurately transfer their knowledge to other contexts. Furthermore, elaborate tools to assess students’ understanding of these stochastic processes are missing, despite the fundamental nature of this concept and the increasing evidence demonstrating its importance in biology. Thus, we developed the Molecular Randomness Concept Inventory (MRCI), an instrument composed of nine multiple-choice questions based on students’ most prevalent misconceptions, to quantify students’ understanding of stochastic processes in biological systems. The MRCI was administered to 67 first-year natural science students in Switzerland. The psychometric properties of the inventory were analyzed using classical test theory and Rasch modeling. Moreover, think-aloud interviews were conducted to ensure response validity. Results indicate that the MRCI yields valid and reliable estimations of students’ conceptual understanding of molecular randomness in the higher educational setting studied. Ultimately, the performance analysis sheds light on the extent and the limitations of students’ understanding of the concept of stochasticity on a molecular level.

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在分子水平上理解随机性:一种诊断工具。
生物学本科学生对生物系统中发现的随机(也称为随机或嘈杂)过程的分子水平理解通常仅限于课堂上讨论的那些例子。因此,学生往往没有能力准确地将他们的知识转移到其他语境中。此外,尽管这一概念的基本性质和越来越多的证据表明其在生物学中的重要性,但评估学生对这些随机过程理解的详细工具仍然缺失。因此,我们开发了分子随机性概念量表(MRCI),这是一个基于学生最普遍误解的9个选择题组成的工具,用于量化学生对生物系统中随机过程的理解。研究人员对瑞士67名一年级自然科学专业的学生进行了核磁共振成像。运用经典测试理论和Rasch模型对量表的心理测量特性进行了分析。此外,还进行了有声思考访谈,以确保回答的效度。结果表明,核磁共振ci可以有效可靠地估计高等教育环境中学生对分子随机性的概念理解。最后,性能分析揭示了学生在分子水平上对随机性概念理解的程度和局限性。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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