Mixed Student Ideas about Mechanisms of Human Weight Loss

TitleMixed Student Ideas about Mechanisms of Human Weight Loss
Publication TypeJournal Article
Year of Publication2019
AuthorsSripathi, KN, Moscarella, RA, Yoho, R, You, HSun, Urban-Lurain, M, Merrill, J, Haudek, K
JournalCBE—Life Sciences Education
Volume18
Issue3
Paginationar37
Date Published09/19
AbstractRecent calls for college biology education reform have identified “pathways and transformations of matter and energy” as a big idea in biology crucial for students to learn. Previous work has been conducted on how college students think about such matter-transforming processes; however, little research has investigated how students connect these ideas. Here, we probe student thinking about matter transformations in the familiar context of human weight loss. Our analysis of 1192 student constructed responses revealed three scientific (which we label “Normative”) and five less scientific (which we label “Developing”) ideas that students use to explain weight loss. Additionally, students combine these ideas in their responses, with an average number of 2.19 ± 1.07 ideas per response, and 74.4% of responses containing two or more ideas. These results highlight the extent to which students hold multiple (both correct and incorrect) ideas about complex biological processes. We described student responses as conforming to either Scientific, Mixed, or Developing descriptive models, which had an average of 1.9 ± 0.6, 3.1 ± 0.9, and 1.7 ± 0.8 ideas per response, respectively. Such heterogeneous student thinking is characteristic of difficulties in both conceptual change and early expertise development and will require careful instructional intervention for lasting learning gains.
URLhttps://doi.org/10.1187/cbe.18-11-0227
DOI10.1187/cbe.18-11-0227
Refereed DesignationRefereed

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This material is based upon work supported by the National Science Foundation (DUE grants: 1438739, 1323162, 1347740, 0736952 and 1022653). Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NSF.