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The EvoDevoCI: A Concept Inventory for Gauging Students’ Understanding of Evolutionary Developmental Biology
The American Association for the Advancement of Science 2011 report Vision and Change in Undergraduate Biology Education encourages the teaching of developmental biology as an important part of teaching evolution. Recently, however, we found that biology majors often lack the developmental knowledge...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2013
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3846517/ https://www.ncbi.nlm.nih.gov/pubmed/24297293 http://dx.doi.org/10.1187/cbe.13-04-0079 |
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author | Perez, Kathryn E. Hiatt, Anna Davis, Gregory K. Trujillo, Caleb French, Donald P. Terry, Mark Price, Rebecca M. |
author_facet | Perez, Kathryn E. Hiatt, Anna Davis, Gregory K. Trujillo, Caleb French, Donald P. Terry, Mark Price, Rebecca M. |
author_sort | Perez, Kathryn E. |
collection | PubMed |
description | The American Association for the Advancement of Science 2011 report Vision and Change in Undergraduate Biology Education encourages the teaching of developmental biology as an important part of teaching evolution. Recently, however, we found that biology majors often lack the developmental knowledge needed to understand evolutionary developmental biology, or “evo-devo.” To assist in efforts to improve evo-devo instruction among undergraduate biology majors, we designed a concept inventory (CI) for evolutionary developmental biology, the EvoDevoCI. The CI measures student understanding of six core evo-devo concepts using four scenarios and 11 multiple-choice items, all inspired by authentic scientific examples. Distracters were designed to represent the common conceptual difficulties students have with each evo-devo concept. The tool was validated by experts and administered at four institutions to 1191 students during preliminary (n = 652) and final (n = 539) field trials. We used student responses to evaluate the readability, difficulty, discriminability, validity, and reliability of the EvoDevoCI, which included items ranging in difficulty from 0.22–0.55 and in discriminability from 0.19–0.38. Such measures suggest the EvoDevoCI is an effective tool for assessing student understanding of evo-devo concepts and the prevalence of associated common conceptual difficulties among both novice and advanced undergraduate biology majors. |
format | Online Article Text |
id | pubmed-3846517 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2013 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-38465172013-12-03 The EvoDevoCI: A Concept Inventory for Gauging Students’ Understanding of Evolutionary Developmental Biology Perez, Kathryn E. Hiatt, Anna Davis, Gregory K. Trujillo, Caleb French, Donald P. Terry, Mark Price, Rebecca M. CBE Life Sci Educ Articles The American Association for the Advancement of Science 2011 report Vision and Change in Undergraduate Biology Education encourages the teaching of developmental biology as an important part of teaching evolution. Recently, however, we found that biology majors often lack the developmental knowledge needed to understand evolutionary developmental biology, or “evo-devo.” To assist in efforts to improve evo-devo instruction among undergraduate biology majors, we designed a concept inventory (CI) for evolutionary developmental biology, the EvoDevoCI. The CI measures student understanding of six core evo-devo concepts using four scenarios and 11 multiple-choice items, all inspired by authentic scientific examples. Distracters were designed to represent the common conceptual difficulties students have with each evo-devo concept. The tool was validated by experts and administered at four institutions to 1191 students during preliminary (n = 652) and final (n = 539) field trials. We used student responses to evaluate the readability, difficulty, discriminability, validity, and reliability of the EvoDevoCI, which included items ranging in difficulty from 0.22–0.55 and in discriminability from 0.19–0.38. Such measures suggest the EvoDevoCI is an effective tool for assessing student understanding of evo-devo concepts and the prevalence of associated common conceptual difficulties among both novice and advanced undergraduate biology majors. American Society for Cell Biology 2013 /pmc/articles/PMC3846517/ /pubmed/24297293 http://dx.doi.org/10.1187/cbe.13-04-0079 Text en © 2013 K. E. Perez et al.CBE—Life Sciences Education © 2013 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology. |
spellingShingle | Articles Perez, Kathryn E. Hiatt, Anna Davis, Gregory K. Trujillo, Caleb French, Donald P. Terry, Mark Price, Rebecca M. The EvoDevoCI: A Concept Inventory for Gauging Students’ Understanding of Evolutionary Developmental Biology |
title | The EvoDevoCI: A Concept Inventory for Gauging Students’ Understanding of Evolutionary Developmental Biology |
title_full | The EvoDevoCI: A Concept Inventory for Gauging Students’ Understanding of Evolutionary Developmental Biology |
title_fullStr | The EvoDevoCI: A Concept Inventory for Gauging Students’ Understanding of Evolutionary Developmental Biology |
title_full_unstemmed | The EvoDevoCI: A Concept Inventory for Gauging Students’ Understanding of Evolutionary Developmental Biology |
title_short | The EvoDevoCI: A Concept Inventory for Gauging Students’ Understanding of Evolutionary Developmental Biology |
title_sort | evodevoci: a concept inventory for gauging students’ understanding of evolutionary developmental biology |
topic | Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3846517/ https://www.ncbi.nlm.nih.gov/pubmed/24297293 http://dx.doi.org/10.1187/cbe.13-04-0079 |
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