Using the Genetics Concept Assessment to Document Persistent Conceptual Difficulties in Undergraduate Genetics Courses

• DOI: 10.1534/genetics.111.137810
• Publication Date: 2012-02-24T07:06:44Z
• Authors: Michelle K Smith; Jennifer K Knight
• Keywords: Human genetics; Statistical genetics; Medical genetics

To help genetics instructors become aware of fundamental concepts that are persistently difficult for students, we have analyzed the evolution student responses to multiple-choice questions from Genetics Concept Assessment. In total, examined pretest (before instruction) and posttest (after 751 students enrolled in six courses either majors or nonmajors. Students improved on all 25 after instruction, but varying degrees. Notably, there was a subgroup nine which single incorrect answer, called most common chosen by >20% posttest. explore response patterns these questions, tracked individual answers before instruction found particular conceptual difficulties about both more likely persist distract than other ideas. Here present an analysis ideas encourage instructor awareness provide advice how address classroom.