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      Integrating Concepts in Biology Textbook Increases Learning: Assessment Triangulation Using Concept Inventory, Card Sorting, and MCAT Instruments, Followed by Longitudinal Tracking

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          This study examined the educational impact of an inquiry-focused textbook, Integrating Concepts in Biology ( ICB). Our findings support those of another study that found that performance of an ICB cohort also surpassed that of peers and suggest that the ICB textbook enables learning gains beyond those found using traditional content-focused textbooks.

          Abstract

          The purpose of this study was to examine the educational impact of an intervention, the inquiry-focused textbook Integrating Concepts in Biology ( ICB), when used in a yearlong introductory biology course sequence. Student learning was evaluated using three published instruments: 1) The Biology Concept Inventory probed depth of student mastery of fundamental concepts in organismal and cellular topics when confronting misconceptions as distractors. ICB students had higher gains in all six topic categories (+43% vs. peers overall, p < 0.01). 2) The Biology Card Sorting Task assessed whether students organized biological ideas more superficially, as novices do, or based on deeper concepts, like experts. The frequency with which ICB students connected deep-concept pairs, or triplets, was similar to peers; but deep understanding of structure/function was much higher (for pairs: 77% vs. 25%, p < 0.01). 3) A content-focused Medical College Admission Test (MCAT) posttest compared ICB student content knowledge with that of peers from 15 prior years. Historically, MCAT performance for each semester ranged from 53% to 64%; the ICB cohort scored 62%, in the top quintile. Longitudinal tracking in five upper-level science courses the following year found ICB students outperformed peers in physiology (85% vs. 80%, p < 0.01).

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          Most cited references 51

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          Categorization and Representation of Physics Problems by Experts and Novices*

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            Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

             Richard Hake (1998)
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              The Genetics Concept Assessment: a new concept inventory for gauging student understanding of genetics.

              We have designed, developed, and validated a 25-question Genetics Concept Assessment (GCA) to test achievement of nine broad learning goals in majors and nonmajors undergraduate genetics courses. Written in everyday language with minimal jargon, the GCA is intended for use as a pre- and posttest to measure student learning gains. The assessment was reviewed by genetics experts, validated by student interviews, and taken by >600 students at three institutions. Normalized learning gains on the GCA were positively correlated with averaged exam scores, suggesting that the GCA measures understanding of topics relevant to instructors. Statistical analysis of our results shows that differences in the item difficulty and item discrimination index values between different questions on pre- and posttests can be used to distinguish between concepts that are well or poorly learned during a course.
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                Author and article information

                Affiliations
                Lyman Briggs College, Michigan State University, East Lansing, MI 48825
                STEM Learning Laboratory, Michigan State University, East Lansing, MI 48825
                §Department of Physiology, Michigan State University, East Lansing, MI 48825
                Department of Biology and Microbiology, South Dakota State University, Brookings, SD 57007
                Author notes
                *Address correspondence to: Douglas B. Luckie ( luckie@ 123456msu.edu ).
                Contributors
                Role: Monitoring Editor
                Journal
                CBE Life Sci Educ
                CBE-LSE
                CBE-LSE
                CBE-LSE
                CBE Life Sciences Education
                American Society for Cell Biology
                1931-7913
                Summer 2017
                : 16
                : 2
                CBE.16-06-0204
                10.1187/cbe.16-06-0204
                5459238
                28389429
                © 2017 D. B. Luckie et al. CBE—Life Sciences Education © 2017 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 for Cell Biology.

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                June 1, 2017

                Education

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