ArticleCBE life sciences education2016
Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma.
Article in CBE life sciences education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
11 citing papers in PubMed.
- Changing colors and understanding: the use of mutant chromogenic protein and informational suppressor strains ofJournal of microbiology & biology education · 2023Article
- Putting the Pieces Together: Student Thinking about Transformations of Energy and Matter.CBE life sciences education · 2022Article
- Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory.CBE life sciences education · 2022Article
- Successful Problem Solving in Genetics Varies Based on Question Content.CBE life sciences education · 2021Article
- Automated Writing Assessments Measure Undergraduate Learning after Completion of a Computer-Based Cellular Respiration Tutorial.CBE life sciences education · 2021Article
- Introductory biology undergraduate students' mixed ideas about genetic information flow.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2021Article
- Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development.CBE life sciences education · 2019Article
- Characterizing Students' Ideas about the Effects of a Mutation in a Noncoding Region of DNA.CBE life sciences education · 2019Article
- A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.CBE life sciences education · 2018Article
- Publishing activities improves undergraduate biology education.FEMS microbiology letters · 2018Article
- What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?CBE life sciences education · 2017Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mutation potentially impacts replication, transcription, and translation. We then used computer-assisted lexical analysis combined with human scoring to categorize student responses. The lexical analysis models showed high agreement with human scoring, demonstrating that this approach can be successfully used to analyze large numbers of student written responses. The results of this analysis show that students' ideas about one process in the central dogma can affect their thinking about subsequent and previous processes, leading to mixed models of conceptual understanding.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.