ERIC Number: EJ1123041
Record Type: Journal
Publication Date: 2016-Dec
Abstractor: As Provided
Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma
Prevost, Luanna B.; Smith, Michelle K.; Knight, Jennifer K.
CBE - Life Sciences Education, v15 n4 Article 65 Dec 2016
Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mutation potentially impacts replication, transcription, and translation. We then used computer-assisted lexical analysis combined with human scoring to categorize student responses. The lexical analysis models showed high agreement with human scoring, demonstrating that this approach can be successfully used to analyze large numbers of student written responses. The results of this analysis show that students' ideas about one process in the central dogma can affect their thinking about subsequent and previous processes, leading to mixed models of conceptual understanding.
Descriptors: Science Instruction, Genetics, Scientific Concepts, Scoring, Multiple Choice Tests, Undergraduate Students, Biology, College Science, Statistical Analysis, Models, Regression (Statistics), Coding, Responses, Computational Linguistics, Interrater Reliability, Concept Formation
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: email@example.com; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1022653; 1323022; 1322851; 1347578; 1347626