ArticleCBE life sciences education2017
Using the Biology Card Sorting Task to Measure Changes in Conceptual Expertise during Postsecondary Biology Education.
Article in CBE life sciences education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 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.
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Who cites it
8 citing papers in PubMed.
- Undergraduate-level biology students' application of central dogma to understand COVID mRNA vaccines.Journal of microbiology & biology education · 2024Article
- Unpacking and Utilizing Neuroscience Core Concepts.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2024Article
- A card-sorting tool to measure expert versus novice thinking in scientific research.CBE life sciences education · 2023Article
- Promoting Complex Problem Solving by Introducing Schema-Governed Categories of Key Causal Models.Behavioral sciences (Basel, Switzerland) · 2023Article
- The Impact of Context on Students' Framing and Reasoning about Fluid Dynamics.CBE life sciences education · 2023Article
- Visual Literacy of Molecular Biology Revealed through a Card-Sorting Task.Journal of microbiology & biology education · 2023Article
- Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance.Journal of microbiology & biology education · 2022Article
- Resources for Teaching and Assessing theCBE life sciences education · 2020Article
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
While there have been concerted efforts to reform undergraduate biology toward teaching students to organize their conceptual knowledge like experts, there are few tools that attempt to measure this. We previously developed the Biology Card Sorting Task (BCST), designed to probe how individuals organize their conceptual biological knowledge. Previous results showed the BCST could differentiate between different populations, namely non-biology majors (NBM) and biology faculty (BF). In this study, we administered the BCST to three additional populations, using a cross-sectional design: entering biology majors (EBM), advanced biology majors (ABM), and biology graduate students (BGS). Intriguingly, ABM did not initially sort like experts any more frequently than EBM. However, once the deep-feature framework was revealed, ABM were able to sort like experts more readily than did EBM. These results are consistent with the conclusion that biology education enables advanced biology students to use an expert-like conceptual framework. However, these results are also consistent with a process of "selection," wherein students who persist in the major may have already had an expert-like conceptual framework to begin with. These results demonstrate the utility of the BCST in measuring differences between groups of students over the course of their undergraduate education.
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Registered trials
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