ArticleJournal of microbiology & biology education2022
Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance.
Article in Journal of microbiology & biology education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 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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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
6 citing papers in PubMed.
- The effect of narratives on perceived antibacterial resistance susceptibility: A randomized controlled experiment among Dutch medical students.Journal of health psychology · 2026Trial
- Spontaneous Anthropocentric Language Use in University Students' Explanations of Biological Concepts Varies by Topic and Predicts Misconception Agreement.CBE life sciences education · 2025Article
- Means to an end: teleological bias in moral reasoning.Frontiers in psychology · 2025Article
- Self-regulatory and metacognitive instruction regarding student conceptions: influence on students' self-efficacy and cognitive load.Frontiers in psychology · 2024Article
- Changing colors and understanding: the use of mutant chromogenic protein and informational suppressor strains ofJournal of microbiology & biology education · 2023Article
- The Use of a Multimodal Case Study To Illustrate Microbial Genetics, Metabolism, and Evolution: The Emergence of VRSA-1.Journal of microbiology & biology education · 2022Article
Corrections and comments
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Authors and funding
5 authors.
Funding
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Abstract
Students possess informal, intuitive ways of reasoning about the world, including biological phenomena. Although useful in some cases, intuitive reasoning can also lead to the development of scientifically inaccurate ideas that conflict with central concepts taught in formal biology education settings, including evolution. Using antibiotic resistance as an example of evolution, we developed a set of reading interventions and an assessment tool to examine the extent to which differences in instructional language affect undergraduate student misconceptions and intuitive reasoning. We find that readings that confront intuitive misconceptions can be more effective in reducing those misconceptions than factual explanations of antibiotic resistance that fail to confront misconceptions. Overall, our findings build upon investigations of intuitive reasoning in biology, examine possible instructional interventions, and raise questions about effective implementation of reading interventions in addressing persistent misconceptions about biology.
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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.