ArticleCBE life sciences education2014
The Dominance Concept Inventory: A Tool for Assessing Undergraduate Student Alternative Conceptions about Dominance in Mendelian and Population Genetics.
Article in CBE life sciences education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- Secondary Students' Reasoning on Pedigree Problems.CBE life sciences education · 2022Article
- Punnett Squares or Protein Production? The Expert-Novice Divide for Conceptions of Genes and Gene Expression.CBE life sciences education · 2021Article
- Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses.CBE life sciences education · 2019Article
- EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates.CBE life sciences education · 2018Article
- Using the Biology Card Sorting Task to Measure Changes in Conceptual Expertise during Postsecondary Biology Education.CBE life sciences education · 2017Article
- Article
- Development and Validation of the Homeostasis Concept Inventory.CBE life sciences education · 2017Article
- A conceptual framework for homeostasis: development and validation.Advances in physiology education · 2016Article
- Development of a Lac Operon Concept Inventory (LOCI).CBE life sciences education · 2016Article
- Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool.CBE life sciences education · 2016Article
- The genetic drift inventory: a tool for measuring what advanced undergraduates have mastered about genetic drift.CBE life sciences education · 2014Article
- A BreakoutEDU for understanding gene expression in high school. A case study: Design, implementation, and evaluation of the emotions of its implementation.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyArticle
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3 authors.
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Abstract
Despite the impact of genetics on daily life, biology undergraduates understand some key genetics concepts poorly. One concept requiring attention is dominance, which many students understand as a fixed property of an allele or trait and regularly conflate with frequency in a population or selective advantage. We present the Dominance Concept Inventory (DCI), an instrument to gather data on selected alternative conceptions about dominance. During development of the 16-item test, we used expert surveys (n = 12), student interviews (n = 42), and field tests (n = 1763) from introductory and advanced biology undergraduates at public and private, majority- and minority-serving, 2- and 4-yr institutions in the United States. In the final field test across all subject populations (n = 709), item difficulty ranged from 0.08 to 0.84 (0.51 ± 0.049 SEM), while item discrimination ranged from 0.11 to 0.82 (0.50 ± 0.048 SEM). Internal reliability (Cronbach's alpha) was 0.77, while test-retest reliability values were 0.74 (product moment correlation) and 0.77 (intraclass correlation). The prevalence of alternative conceptions in the field tests shows that introductory and advanced students retain confusion about dominance after instruction. All measures support the DCI as a useful instrument for measuring undergraduate biology student understanding and alternative conceptions about dominance.
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