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Identifying and Addressing Student Misconceptions in Microbiology Education

This research investigates key misconceptions that students hold regarding antibiotic resistance and other critical concepts in microbiology. By utilizing a two-tiered concept inventory from the University of Maryland, we will assess student understanding both before and after coursework. Through the development of codebooks for categorizing misconceptions from survey data, we aim to enhance faculty comprehension of student learning. The ultimate goal is to inform curriculum improvements and instructional strategies to effectively address these misconceptions and improve microbiology education.

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Identifying and Addressing Student Misconceptions in Microbiology Education

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  1. Stevens-Research Problem • Students have misconceptions about key concepts in microbiology, but we don’t understand what those are. • By ascertaining the misconceptions, especially those related to instruction, appropriate classroom intervention strategies may be developed.

  2. Stevens-Research Question • Research Question: What are the key misconceptions that students have about [antibiotic resistance*]. *substitute other topics/questions later • Research Context: Engage microbiology faculty in understanding student learning to improve individual classes and the curriculum as a whole. • My question is interesting because: There is little literature available to the microbiology community about student misconceptions.

  3. Stevens-Research Methodology • 1. Use the University of Maryland 17 question 2-tiered concept inventory to assess student understanding of key concepts before and after several microbiology courses in the curriculum (lower level to higher level). • 2. Develop codebooks to categorize/code student misconceptions for four questions* from the pre-survey of General Microbiology (use a “rapid” non-quantitative process perhaps with subset of students). *add additional questions later • 3. Use codebooks for each question to quantitate data from the total presurvey and postsurveydata; further refine codebook during process.

  4. Stevens-Alignment of Research Question and Methodology Student explanation: Theme of misconception (up to two/student) Explanation correct? (1, 2, 0) Answer correct? (1, 2, 0) Insure that the misconceptions topics are aligned with the key concepts/learning objectives of the curriculum tested in the concptinventory.

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