Briggs Amy G, Hughes Lee E, Brennan Robert E, Buchner John, Horak Rachel E A, Amburn D Sue Katz, McDonald Ann H, Primm Todd P, Smith Ann C, Stevens Ann M, Yung Sunny B, Paustian Timothy D
Department of Biology, Beloit College, Beloit, WI 53511.
Department of Biological Sciences, University of North Texas, Denton, TX 76203.
J Microbiol Biol Educ. 2017 Oct 30;18(3). doi: 10.1128/jmbe.v18i3.1319. eCollection 2017.
Misconceptions, or alternative conceptions, are incorrect understandings that students have incorporated into their prior knowledge. The goal of this study was the identification of misconceptions in microbiology held by undergraduate students upon entry into an introductory, general microbiology course. This work was the first step in developing a microbiology concept inventory based on the American Society for Microbiology's Recommended Curriculum Guidelines for Undergraduate Microbiology. Responses to true/false (T/F) questions accompanied by written explanations by undergraduate students at a diverse set of institutions were used to reveal misconceptions for fundamental microbiology concepts. These data were analyzed to identify the most difficult core concepts, misalignment between explanations and answer choices, and the most common misconceptions for each core concept. From across the core concepts, nineteen misconception themes found in at least 5% of the coded answers for a given question were identified. The top five misconceptions, with coded responses ranging from 19% to 43% of the explanations, are described, along with suggested classroom interventions. Identification of student misconceptions in microbiology provides a foundation upon which to understand students' prior knowledge and to design appropriate tools for improving instruction in microbiology.
错误概念，或者说替代性概念，是学生们纳入其先前知识中的不正确理解。本研究的目的是确定本科学生在进入微生物学入门课程时所持有的微生物学错误概念。这项工作是根据美国微生物学会本科微生物学推荐课程指南开发微生物学概念量表的第一步。来自不同院校的本科学生对是非（T/F）问题的回答以及书面解释被用于揭示基本微生物学概念的错误概念。对这些数据进行分析，以确定最具挑战性的核心概念、解释与答案选项之间的不一致，以及每个核心概念最常见的错误概念。从所有核心概念中，识别出在给定问题至少5%的编码答案中出现的19个错误概念主题。描述了排名前五的错误概念，其编码回答在解释中所占比例从19%到43%不等，同时还提出了建议的课堂干预措施。识别微生物学中学生的错误概念为理解学生的先前知识以及设计改进微生物学教学的适当工具奠定了基础。
