2018 NABT Biology Education Research Symposium

Friday, November 8, 2018, in San Diego, California

Presentations for the 10th Annual NABT Biology Education Research Symposium were accepted through a double-blind peer review process that was open to biology educators and researchers at all levels. The NABT Four-Year University & College Section Research Committee Co-Chairs were Jaime Sabel, University of Memphis, Memphis, TN and Suann Yang, SUNY Geneseo, Geneseo, NY.

We extend a special thank you to our reviewers for their time and detailed feedback.

2018 Presentations

Student Anxiety Varies Among Demographic Groups and Impacts Persistence in Introductory Biology Courses

Benjamin J. England and Elisabeth E. Schussler, The University of Tennessee, Knoxville, TN; Jennifer R. Brigati, Maryville College, Maryville, TN

ABSTRACT: Students respond to classroom activities and achievement outcomes with a variety of emotions, which can impact student success. One emotion students experience is anxiety, which can negatively impact student persistence. This study investigated the relationship between classroom anxiety and persistence in the major. Students in introductory biology classes self-reported their general course anxiety, intention to stay in the major, and demographic variables. Higher general course anxiety at the beginning and end of the semester was associated with intention to leave the major (N = 122), particularly for females and those with fewer AP courses. Students with consistently higher general anxiety were more likely to be female and freshman. Further research should identify what factors differentially impact student anxiety and how instructors may be able to mediate anxiety through reform of pedagogical implementation.

Can Two-Stage Exams Improve Retention and Decrease Achievement Gaps?

Nathan L. Kirk & Lori J. Kayes, Oregon State University, Corvallis, OR

ABSTRACT: Two-stage exams are summative assessments taken in two parts: 1) a traditional individual exam and 2) a group exam. These exams encourage collaborative discussion to promote deeper thinking and understanding of classroom material, transforming exams into additional learning experiences. Two-stage exams can improve student performance, learning, long-term retention, and even reduce student test anxiety. We implemented a two-stage exam in a ~1,100 student Principles of Biology for Majors course. To assess the efficacy of the group exam, we examined changes in student performance for questions differing in their level Bloom’s level taxonomy. We also measured short-term and long-term knowledge in subsequent courses. In self-reported data, a majority of students felt they benefitted from group discussions, better understood and remembered content, and retained more of the material when they had questions on the group exam and individual exam versus on the individual exam only. Scores increased on questions in the group exam compared to the individual exam demonstrating peer instruction and productive discussion of material within a majority of the groups. There were even increases among top performing students indicating the exam was helpful for a majority of students by facilitating useful classroom discussion and increasing their performance.

Towards A More Human(e) Genetics Education: Learning about Human Genetic Variation Reduces Racial Bias

Brian Donovan, BSCS Science Learning, Colorado Springs, CO

ABSTRACT: Biology education is in the business of teaching about human genetic difference. And, experiments have found that when people overestimate the amount of genetic difference between racial groups it causes them to exhibit increased racial bias. However, there is apparently no experimental research that explores whether the converse is true. When people learn scientifically accurate information about the nature and extent of genetic and phenotypic variation across and within human races can such learning reduce racial bias? We explore this question. We randomized middle and high school aged students (N = 166) into separate classrooms to learn for an entire week either about the topics of: (1) human genetic variation and racial controversies in the media; or (2) climate variation and climate controversies in the media. Across two counterbalanced experimental replications, we demonstrate that when students learn about genetic and phenotypic variation in racial groups it causes a decrease in racial bias. Furthermore, we find that 22% of the reduction in racial bias caused by teaching about human genetic variation is transmitted through perceptions of human genetic variation. The implications of these findings for biology education are discussed.

Secondary Biology Misconceptions: Using 23 Years of Test-Data to Inform Pedagogy 

Travis Fuchs, West Point Grey Academy, Vancouver, Canada and Mike Arsenault, Lakefield College School, Lakefield, Canada

ABSTRACT: Of all ideas students come to a science classroom with, some do not match those of the scientific community and can lead to misunderstandings. We will call these ideas misconceptions. Contemporary education literature views misconceptions as resources for learning. As such, we employed an action research methodology and compiled a reference guide of misconceptions to more effectively plan our biology courses. Using the University of Toronto’s National Biology Competition, we identified 130 misconceptions from a national sample (111,238 students, 1,181 questions) over many years (1995–2017). We will present 21 of these misconceptions, highlighting their ability to inform pedagogy and commenting on the persistent nature of some throughout our sample.

Implementation of BioInquiry: A Leader Course Producing Perceived Learning Gains 

Aimée K. Thomas, Don Hauber, Frank Jordan, Kim Mix, Patricia Dorn and Craig Hood, Loyola University New Orleans, New Orleans, LA

ABSTRACT: Persistence in and success matriculating through STEM curricula is a major challenge for many of today’s students, especially those traditionally underrepresented in these fields (AAAS 2011). After a comprehensive departmental program review revealed that retention and graduation rates of Biology majors had declined significantly over the past two decades, we reviewed the biology education literature, met with STEM experts, conducted a critical review of the Biology major curriculum, and created a new first course utilizing high-impact teaching practices and training in fundamental skills and competencies needed by all life scientists. This threeyear study included 154 biology majors who completed a pre/post Student Assessment of Their Learning Gains. We used an ANOVA to determine if there were significant differences among questions pre/post course. Students significantly increased their perceived understanding of all content and process skills questions. Student success and matriculation in STEM fields, particularly Biology, is important for many reasons, namely producing health care professionals and research scientists. Leader courses focusing on the process of science rather than content have been successful at other institutions and so far, we have found this to be true as well.

The Process of Science Identity Development: Esperanza’s Persistence in the Face of Adversity

Michele Mann, The University of Texas at Austin, Austin, TX

ABSTRACT: Biology degrees are not equally accessible to all people. There is a disparity in STEM degree attainment for URM (under-represented minorities) and whites even though the same rate of these student groups begin STEM degrees. Thus, there is a need to have a better understanding of the challenges faced by URM or in this case Latino(a) students and how the development of a science identity increases their likelihood of completing a biology degree. This case study of a Latina looks at the connection between her developing a science identity and her pursuit of a STEM degree. Parental support, science extracurricular activities, and being part of a science community are all ways that students can build their own science identity. However, these factors are more likely to be absent for students from underrepresented groups. For this case, it was found that the practice of science, as opposed to doing school science, proved critical for Esperanza’s (pseudonym) development of an identity. She was also a part of a science community thickening her science identity, which has been associated with the perseverance in STEM majors. Understanding the work of science identity development can help mitigate the leaking STEM pipeline.

SPECIAL GUEST PRESENTER

Sara Brownell, Arizona State University, Tempe, AZ
Recipient of the 2018 NABT Four-Year College Section Research in Biology Education Award