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Enhancing Molecular Biology Understanding Through Team-Based Learning

This research investigates how team-based learning activities can address widespread misconceptions in molecular biology, particularly the idea that "information in a gene directs expression of a specific protein". Published in CBE by JiaShi et al. (2010), the study measures the impact of targeted interventions on student understanding and retention. Through pre- and post-tests, final exams, and interviews, we assess whether these learning strategies effectively correct misconceptions, enhance comprehension, and improve overall academic performance.

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Enhancing Molecular Biology Understanding Through Team-Based Learning

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  1. Research Problem Misconceptions of molecular biology concepts prevents students from understanding and retaining the correct information.

  2. Research Question Can team-based learning activities improvethe common misconception students have regarding the premise that, “information in a gene directs expression of a specific protein?” Note: topic is a learning goal (perceived misconception) published in JiaShi, William B. Wood, Jennifer M. Martin, Nancy A. Guild, Quentin Vicens, and Jennifer K. Knight (2010) A Diagnostic Assessment for Introductory Molecular and Cell Biology CBE Vol. 9, 453–461

  3. Alignment of Research Question and Methods Final course grade Final course grade Team-based learning regarding misconception Lecture on same subject Week 1 pre Week 15 post Final exam on questions dealing with misconception Week 1 pre Week 15 post Final exam on questions dealing with misconception Interview after intervention All supporting data might show that: 1. The intervention fixed the misconception and led to long term retention because the post test is higher; 2. Final questions are higher; 3. Interview showed students understood the material; and 4, Final grades in class improved.

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