Proposal Title
Case studies and concept maps – Improving student understanding of microbiology
Session Type
Digital Poster
Room
University College, 1110
Start Date
4-7-2019 3:00 PM
Keywords
misconceptions, concept inventory, case study, concept map, microbiology
Primary Threads
Teaching and Learning Science
Abstract
To effectively address student misconceptions about microbiology and other foundational science concepts, it is essential to identify these misconceptions, and provide relevant learning activities. Here, we present the results of a recent microbiology education project that involved identifying misconceptions, refining a concept inventory (the Introductory Microbiology Concept Inventory - IMCI), and developing and administering an interrupted case study with a concept map activity. Measures of student learning and perceptions of this activity were obtained. This project also demonstrates how an undergraduate student researcher can be instrumental in a SoTL project.
We will share the process we used, and results from this project. How (and which) misconceptions were identified, as well as methods of refinement and validation of the IMCI will be presented. Based on Fall 2018 IMCI results, and aligning with selected American Society for Microbiology (ASM) Curriculum Guidelines, a targeted intervention was constructed to address specific identified student misconceptions. An interrupted problem-based case study was constructed based on real case reports from medical literature, using recommendations from educational literature. The case study incorporated several active learning elements, including a concept map activity, and was used in a Winter 2019 Medical Microbiology course. Learning gains were measured using a subset of the IMCI administrated pre- and post-case study; a student opinion survey examined student perceptions of the activity. We will share quantitative and qualitative data on students’ engagement and learning associated with this case study, and how case studies and concept maps can be used to target science misconceptions.
Elements of Engagement
One of the authors will be available during the poster session to discuss this work, answer questions, etc. We will provide a list of references and resources (electronically or via handout) to individuals who are interested in developing case-based resources for their courses.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Case studies and concept maps – Improving student understanding of microbiology
University College, 1110
To effectively address student misconceptions about microbiology and other foundational science concepts, it is essential to identify these misconceptions, and provide relevant learning activities. Here, we present the results of a recent microbiology education project that involved identifying misconceptions, refining a concept inventory (the Introductory Microbiology Concept Inventory - IMCI), and developing and administering an interrupted case study with a concept map activity. Measures of student learning and perceptions of this activity were obtained. This project also demonstrates how an undergraduate student researcher can be instrumental in a SoTL project.
We will share the process we used, and results from this project. How (and which) misconceptions were identified, as well as methods of refinement and validation of the IMCI will be presented. Based on Fall 2018 IMCI results, and aligning with selected American Society for Microbiology (ASM) Curriculum Guidelines, a targeted intervention was constructed to address specific identified student misconceptions. An interrupted problem-based case study was constructed based on real case reports from medical literature, using recommendations from educational literature. The case study incorporated several active learning elements, including a concept map activity, and was used in a Winter 2019 Medical Microbiology course. Learning gains were measured using a subset of the IMCI administrated pre- and post-case study; a student opinion survey examined student perceptions of the activity. We will share quantitative and qualitative data on students’ engagement and learning associated with this case study, and how case studies and concept maps can be used to target science misconceptions.