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Developing Conceptual Change Texts and Corresponding Rubrics to Address Undergraduate Students’ Genetics Misconceptions

Reilly, Elizabeth A., B.S.

Abstract Details

2011, MS, University of Cincinnati, Medicine: Genetic Counseling.
Learners routinely enter basic genetics courses harboring misconceptions which can act as barriers to learning. Conceptual change texts (CCTs) are one intervention for correcting student misconceptions. CCTs are brief passages that introduce a misconception, refute it and explain the correct conception. This study aimed to: (1) develop assessment questions and corresponding valid and reliable rubrics to quantify student responses and (2) develop conceptual change texts targeting three common misconceptions. Two non-science major undergraduate biology classes at a Midwest metropolitan university participated in the study. Three basic misconceptions were identified in the literature: (1) DNA is different in different cells within one individual, (2) the terms gene, DNA and chromosome can be used interchangeably, and (3) mutations always have a negative effect. Assessment questions and CCTs addressing the misconceptions were developed and revised based on study responses. Students answered assessment questions at pre-course and mid-course. At mid-course they also received the CCTs. Rubrics were created using responses to assessment questions given by students and genetics experts (certified genetic counselors). In pre-and mid-course responses, 10.5% (n=78) and 6.3% (n=64) of students stated the first misconception, 49.4% (n=77) and 51.6% (n=64) stated the second misconception and 60.3% (n=78) and 43.8% (n=64) stated the third misconception. Rubrics were developed to quantify student responses. Inter-rater reliability was calculated using Cohen’s Kappa with K1= 0.81, K2=0.82, and K3=0.76. The tools developed through this pilot study will be used in a future study aimed at determining the how effective the CCTs are in changing students’ misconceptions. Genetic counselors should be aware of these and other misconceptions since most consumers of genetic counseling have an education equivalent to those studied and may hold similar genetic misconceptions.
Theresa Beery, PhD (Committee Chair)
Bethany Bowling, PhD (Committee Member)
Carl Huether, PhD (Committee Member)
47 p.

Recommended Citations

Citations

  • Reilly, E. A. (2011). Developing Conceptual Change Texts and Corresponding Rubrics to Address Undergraduate Students’ Genetics Misconceptions [Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1311692653

    APA Style (7th edition)

  • Reilly, Elizabeth. Developing Conceptual Change Texts and Corresponding Rubrics to Address Undergraduate Students’ Genetics Misconceptions. 2011. University of Cincinnati, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1311692653.

    MLA Style (8th edition)

  • Reilly, Elizabeth. "Developing Conceptual Change Texts and Corresponding Rubrics to Address Undergraduate Students’ Genetics Misconceptions." Master's thesis, University of Cincinnati, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1311692653

    Chicago Manual of Style (17th edition)