Proposal Title

Comparing post-course retention of conceptual and procedural knowledge in genetics

Session Type

Poster

Room

PAB Atrium

Start Date

9-7-2013 5:30 PM

Keywords

genetics, retention, conceptual understanding, problem solving

Primary Threads

Evaluation of Learning

Abstract

A strong indicator of learning is the retention of knowledge after a course is complete. Here we report differences in retention of conceptual versus procedural knowledge after students completed a second year Fundamentals of Genetics course at the University of British Columbia. Students who took the course showed significant retention of conceptual knowledge approximately two and a half months after course completion. However, their ability to solve problems using their conceptual understanding was significantly diminished. With information about retention we can make informed decisions about how much time to devote to teaching various concepts and procedural skills. As well, conceptual knowledge and skills that are valued in biology should likely be taught multiple times over the course of a degree to ensure sufficient long term retention of such knowledge.

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Jul 9th, 5:30 PM

Comparing post-course retention of conceptual and procedural knowledge in genetics

PAB Atrium

A strong indicator of learning is the retention of knowledge after a course is complete. Here we report differences in retention of conceptual versus procedural knowledge after students completed a second year Fundamentals of Genetics course at the University of British Columbia. Students who took the course showed significant retention of conceptual knowledge approximately two and a half months after course completion. However, their ability to solve problems using their conceptual understanding was significantly diminished. With information about retention we can make informed decisions about how much time to devote to teaching various concepts and procedural skills. As well, conceptual knowledge and skills that are valued in biology should likely be taught multiple times over the course of a degree to ensure sufficient long term retention of such knowledge.