Proposal Title
Misconceptions about antibiotic resistant bacteria: What are they, who has them, and how do we correct them?
Session Type
Presentation
Room
FNB 1220
Start Date
5-7-2019 11:30 AM
Keywords
misconceptions, antibiotic resistant bacteria, antibiotic resistance
Primary Threads
Teaching and Learning Science
Abstract
Misconceptions about science are common and persistent in undergraduate students, and the population at large. As instructors, how do we know which misconceptions are held by our students, and how do we know when that misconception has been corrected? Given the public-health threat of antibiotic resistance (ABR), and the core biological knowledge of ABR we teach to undergraduate students, we wanted to use ABR misconceptions as a trial to see if we could create a hierarchical scaffold of misconceptions. We conducted a meta-analyses of ABR misconceptions and created several population-specific hierarchical organizations of these misconceptions. In the literature, we identified over 200 ABR misconceptions, and produced cognitive maps detailing both the population with the misconceptions, and the misconception’s hierarchical relationship to other misconceptions. We will also present how this hierarchical misconception scaffold can be used to guide teaching & learning strategies about ABR, specifically exploring how some of the assessments we use don’t currently give us enough information about misconception existence and/or correction. Our goal at the conference is also to share our summary of the misconception assessment tools available, including ones we have developed for the next phase of this project. An additional goal is to share our process for creating a misconception cognitive framework, so that others may apply it to diverse fields.
Elements of Engagement
In this presentation or poster, we will outline our approach to creating a population-specific hierarchical framework of ABR misconceptions, and we will specifically talk about how this can impact our teaching and learning practice. Audience participants will have an opportunity to explore their own ABR misconceptions through some of our newly developed misconception detection tools.
Misconceptions about antibiotic resistant bacteria: What are they, who has them, and how do we correct them?
FNB 1220
Misconceptions about science are common and persistent in undergraduate students, and the population at large. As instructors, how do we know which misconceptions are held by our students, and how do we know when that misconception has been corrected? Given the public-health threat of antibiotic resistance (ABR), and the core biological knowledge of ABR we teach to undergraduate students, we wanted to use ABR misconceptions as a trial to see if we could create a hierarchical scaffold of misconceptions. We conducted a meta-analyses of ABR misconceptions and created several population-specific hierarchical organizations of these misconceptions. In the literature, we identified over 200 ABR misconceptions, and produced cognitive maps detailing both the population with the misconceptions, and the misconception’s hierarchical relationship to other misconceptions. We will also present how this hierarchical misconception scaffold can be used to guide teaching & learning strategies about ABR, specifically exploring how some of the assessments we use don’t currently give us enough information about misconception existence and/or correction. Our goal at the conference is also to share our summary of the misconception assessment tools available, including ones we have developed for the next phase of this project. An additional goal is to share our process for creating a misconception cognitive framework, so that others may apply it to diverse fields.