Osmosis and diffusion conceptual assessment

CBE Life Sciences Education

Volumn 10, Issue 4, 2011, Pages 418-429

  Fisher, Kathleen M ^a,b   Williams, Kathy S ^a,b   Lineback, Jennifer Evarts ^b  

^a SAN DIEGO STATE UNIVERSITY   (United States)

^b SAN DIEGO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; BIOLOGY; COMPREHENSION; DIFFUSION; EDUCATION; EDUCATIONAL TECHNOLOGY; HEALTH CARE QUALITY; HUMAN; INSTRUMENTATION; METHODOLOGY; OSMOSIS; PSYCHOLOGICAL ASPECT; QUESTIONNAIRE; STUDENT; VALIDATION STUDY;

BIOLOGY; COMPREHENSION; DIFFUSION; EDUCATIONAL MEASUREMENT; EDUCATIONAL TECHNOLOGY; HUMANS; OSMOSIS; PROGRAM EVALUATION; QUESTIONNAIRES; STUDENTS;

EID: 82755195141     PISSN: None     EISSN: 19317913     Source Type: Journal    
DOI: 10.1187/cbe.11-04-0038     Document Type: Article

References (58)

1. Adams WK, Wieman CE (2011). Development and validation of instruments to measure learning of expert-like thinking. Int J Sci Educ 33, 1289-1312.
2. Anderson DL (2003). Natural selection theory in non-majors biology: instruction, assessment, and conceptual difficulty. PhD Dissertation, SanDiego and San Diego State University, San Diego, CA:University of California.
3. Anderson DL, Fisher KM, Norman GJ (2002). Development and evaluation of the conceptual inventory of natural selection. J Res Sci Teach 39, 952-978.
4. Bernard HR (1988). Research Methods in Cultural Anthropology, Newbury Park, CA: Sage.
5. Black P, Wiliam D (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan 80, 139-148.
6. Bowling BV, Acra EE, Wang L, Myers MF, Dean GE, Markle GC, Moskalik CL, Huether CA (2008a). Development and evaluation of a genetics literacy assessment instrument for undergraduates. Genetics 178, 15-22.
7. Bowling BV, Huether CA, Wang L, Myers MF, Markle GC, Dean GE, Acra EE, Wray FP, Jacob GA (2008b). Genetic literacy of undergraduate non-science majors and the impact of introductory biology and genetics courses. BioScience 58, 654-660.
8. Brewer CA, et al. (2011). Vision and change in undergraduate biology education: A call to action. American Association for the Advancement of Science, Washington DC. http://visionandchange.org/files/2011/02/Vision-and-Change-low-res.pdf (accessed 20 February 2011).
9. Chi M, Roscoe R (2002). The processes and challenges of conceptual change. In: Reconsidering Conceptual Change: Issues in Theory and Practice, ed. M Liḿon and L Mason, Kluwer Academic, Dordrecht, The Netherlands, 3-27.
10. Chi MT (2005). Commonsense conceptions of emergent processes: why some misconceptions are robust. J Learn Sci 14, 161-199.
11. Christianson RG, Fisher KM (1999). Comparison of student learning about diffusion and osmosis in constructivist and traditional classrooms. Int J Sci Educ 21, 687-698.
12. Cronbach LJ (1951). Coefficient alpha and the internal structure of tests. Psychometrika 16, 297-334.
13. D'Avanzo C (2008). Biology concept inventories: overview, status, and next steps. BioScience 58, 11079-1085.
14. D'Avanzo C, Anderson CW, Griffith A, Merrill J (2010). Thinking like a biologist: using diagnostic questions to help students reason with biological principles. www.biodqc.org (accessed 17 January 2010).
15. Donovan MS, Bransford JD, Pellegrino JW(eds.) (1999). How People Learn: Bridging Research and Practice, Washington, DC: National Academies Press.
16. Ebert-May D, Brewer C, Allred S (1997). Innovation in large lectures-teaching for active learning. Bioscience 47, 601-607.
17. Fisher KM, Wandersee JH, Moody DE (2000). Dordrecht, The Netherlands: Kluwer Academic.
18. Fisher KM, Williams KS (2011). Concept inventories and conceptual assessments in biology (CABs): An annotated list. www.sci.sdsu.edu/CRMSE/files/Concept_Inventories_in_Biology_20110325.pdf (accessed 17 April 2011).
19. Freeman S, O'Connor E, Parks JW, Cunningham M, Hurley D, Haak D, Dirks C, Wenderoth MP (2007). Prescribed active learning increases performance in introductory biology. CBE Life Sci Educ 6, 132-139.
20. Friedler Y, Amir R, Tamir P (1987). High school students' difficulties in understanding osmosis. Int J Sci Educ 9, 541-551.
21. Garvin-Doxas K, Klymkowsky MW (2008). Understanding randomness and its impact on student learning: lessons learned from building the Biology Concept Inventory (BCI). CBE Life Sci Educ 7, 227-233.
22. Hartley LM, Wilke BJ, Schramm JW, D'Avanzo C, Anderson CW (2011). College students' understanding of the carbon cycle: contrasting principle-based and informal reasoning. BioScience 61, 65-75.
23. Haslam F, Treagust DF (1987). Diagnosing secondary students' misconceptions of photosynthesis and respiration in plants using a twotier multiple choice instrument. J Biol Educ 21, 203-211.
24. Klymkowsky MW, Garvin-Doxas K, Zeilik M(2003). Bioliteracy and teaching efficacy: what biologists can learn from physicists. Cell Biol Educ 2, 155-161.
25. Lawson AE (1988). A better way to teach biology. Am Biol Teach 50, 266-278.
26. Lemke J (1990). Talking Science: Language, Learning, and Values, New York: Ablex.
27. Marbach-Ad G, et al. (2009). Assessing student understanding of host pathogen interactions using a concept inventory. JMicrobiol Educ 10, 43-50.
28. Marbach-Ad G, et al. (2010). Amodel for using a concept inventory as a tool for students' assessment and faculty professional development. CBE Life Sci Educ 9, 408-416.
29. Marek E (1986). Understandings and misunderstandings of biology concepts. Am Biol Teach 48, 37-40.
30. Marek EA, Cowan CC, Cavallo AML (1994). Students' misconceptions about diffusion: how can they be eliminated. Am Biol Teach 56, 74-77.
31. McConnell DA, Steer DN, Owens KD, Knott JR, Van Horn S, Borowski W, Dick J, Foos A, Malone M, McGrew H (2006). Using conceptests to assess and improve student conceptual understanding in introductory geoscience courses. J Geosci Educ 54, 61-68.
32. Meltzer DE, Manivannan K (2002). Transforming the lecture-hall environment: the fully interactive physics lecture. Am J Phys 70, 639.
33. Michael J (2006). Where's the evidence that active learning works? Advan Physiol Edu 30, 159-167.
34. Mintzes JJ, Wandersee JH, Novak JD (1998). Teaching Science for Understanding: A Human Constructivist View, San Diego, CA: Academic Press.
35. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School, expanded ed., JD Bransford, LL Brown, and RR Cocking (eds.), Committee on Developments in the Science of Learning, Committee on Learning Research and Educational Practice, and Commission on Behavioral and Social Sciences and Education, Washington, DC: National Academies Press.
36. Odom AL (1995). Secondary and college biology students' misconceptions about diffusion and osmosis. Am Biol Teach 57, 409-415.
37. Odom AL, Barrow LH (1995). Development and application of a two-tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction. J Res Sci Teach 32, 45-61.
38. Odom AL, Barrow LH (2007). High school biology students' knowledge and certainty about diffusion and osmosis concepts. Sch Sci Math 107, 94-101.
39. Odom AL, Kelly PV (2001). Integrating concept mapping and the learning cycle to teach diffusion and osmosis concepts to high school biology students. Sci Educ 85, 615-635.
40. Sanger MJ, Brecheisen DM, Hynek BM(2001). Can computer animations affect college biology students' conceptions about diffusion & osmosis. Am Biol Teach 63, 104-109.
41. She H-C (2004). Facilitating changes in ninth grade students' understanding of dissolution and diffusion through DSLM instruction. Res Sci Educ 34, 503-525.
42. Shi J, Wood WB, Martin JM, Guild NA, Vicens Q, Knight JK (2010). Diagnostic assessment for introductory molecular and cell biology. CBE Life Sci Educ 9, 453-461.
43. Smith JI, Tanner K (2010). The problem of revealing how students think: concept inventories and beyond. CBE Life Sci Educ 9, 1-5.
44. Smith JP III, di Sessa AA, Roschelle J (1993). Misconceptions reconceived: a constructivist analysis of knowledge in transition. J Learn Sci 3, 115-163.
45. Smith MK, Wood WB, Knight JK (2008). The genetics concept assessment: a new concept inventory for gauging student understanding of genetics. CBE Life Sci Educ 7, 422-430.
46. Sundberg M (2002). Assessing student learning. Cell Biol Educ 1, 11-15.
47. Sundberg MD, Dini ML (1993). Science majors vs. nonmajors: is there a difference? J Coll Sci Teach 22, 299-304.
48. Sundberg MD, Dini ML, Li E (1994). Decreasing course content improves student comprehension of science and attitudes towards science in freshman biology. J Res Sci Teach 31, 679-693.
49. Tanner K, Allen D (2005). Approaches to biology teaching and learning: understanding the wrong answers-teaching toward conceptual change. Cell Biol Educ 4, 112-117.
50. Tekkaya C (2003). Remediating high school students' misconceptions concerning diffusion and osmosis through concept mapping and conceptual change text. Res Sci Technol Educ 21, 5-16.
51. Tessier J (2004). Using peer teaching to promote learning in biology. J Coll Sci Teach 33, 16-19.
52. Tsui CY, Treagust D (2009). Evaluating secondary students' scientific reasoning in genetics using a two-tier diagnostic instrument. Int J Sci Educ 32, 1073-1098.
53. Westbrook SL, Marek EA (1991). A cross-age study of student understanding of the concept of diffusion. J Res Sci Teach 28, 649-660.
54. Wilson CD, Anderson CW, Heidemann M, Merrill JE, Merritt BW, Richmond G, Sibley DF, Parker JM (2007). Assessing students' ability to trace matter in dynamic systems in cell biology. CBE Life Sci Educ 5, 323-331.
55. Wood WB (2009). Innovations in teaching undergraduate biology and why we need them. Annu Rev Cell Dev Biol 25, 92-112.
56. Woodin T, Carter VC, Fletcher L (2010). Vision and change in biology undergraduate education, a call for action-initial responses. CBE Life Sci Educ 9, 71-73.
57. Woodin T, Smith D, Allen D (2009). Transforming undergraduate biology education for all students: an action plan for the twenty-first century. CBE Life Sci Educ 8, 271-273.
58. Zuckerman JT (1998). Representations of an osmosis problem. Am Biol Teach 60, 27-30.