Mixed Student Ideas about Mechanisms of Human Weight Loss

Recent calls for college biology education reform have identified “pathways and transformations of matter and energy” as a big idea in biology crucial for students to learn. Previous work has been conducted on how college students think about such matter-transforming processes; however, little research has investigated how students connect these ideas. Here, we probe student thinking about matter transformations in the familiar context of human weight loss. Our analysis of 1192 student constructed responses revealed three scientific (which we label “Normative”) and five less scientific (which we label “Developing”) ideas that students use to explain weight loss. Additionally, students combine these ideas in their responses, with an average number of 2.19 ± 1.07 ideas per response, and 74.4% of responses containing two or more ideas. These results highlight the extent to which students hold multiple (both correct and incorrect) ideas about complex biological processes. We described student responses as conforming to either Scientific, Mixed, or Developing descriptive models, which had an average of 1.9 ± 0.6, 3.1 ± 0.9, and 1.7 ± 0.8 ideas per response, respectively. Such heterogeneous student thinking is characteristic of difficulties in both conceptual change and early expertise development and will require careful instructional intervention for lasting learning gains

Introductory biology undergraduate students\u27 mixed ideas about genetic information flow

The core concept of genetic information flow was identified in recent calls to improve undergraduate biology education. Previous work shows that students have difficulty differentiating between the three processes of the Central Dogma (CD; replication, transcription, and translation). We built upon this work by developing and applying an analytic coding rubric to 1050 student written responses to a three‐question item about the CD. Each response was previously coded only for correctness using a holistic rubric. Our rubric captures subtleties of student conceptual understanding of each process that previous work has not yet captured at a large scale. Regardless of holistic correctness scores, student responses included five or six distinct ideas. By analyzing common co‐occurring rubric categories in student responses, we found a common pair representing two normative ideas about the molecules produced by each CD process. By applying analytic coding to student responses preinstruction and postinstruction, we found student thinking about the processes involved was most prone to change. The combined strengths of analytic and holistic rubrics allow us to reveal mixed ideas about the CD processes and provide a detailed picture of which conceptual ideas students draw upon when explaining each CD process

Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students’ Reasoning of Complex Science Concepts

Constructed responses can be used to assess the complexity of student thinking and can be evaluated using rubrics. The two most typical rubric types used are holistic and analytic. Holistic rubrics may be difficult to use with expert-level reasoning that has additive or overlapping language. In an attempt to unpack complexity in holistic rubrics at a large scale, we have developed a systematic approach called deconstruction. We define deconstruction as the process of converting a holistic rubric into defining individual conceptual components that can be used for analytic rubric development and application. These individual components can then be recombined into the holistic score which keeps true to the holistic rubric purpose, while maximizing the benefits and minimizing the shortcomings of each rubric type. This paper outlines the deconstruction process and presents a case study that shows defined concept definitions for a hierarchical holistic rubric developed for an undergraduate physiology-content reasoning context. These methods can be used as one way for assessment developers to unpack complex student reasoning, which may ultimately improve reliability and validation of assessments that are targeted at uncovering large-scale complex scientific reasoning. Accessed 398 times on https://pareonline.net from September 05, 2019 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Plasmodium knowlesi in Human, Indonesian Borneo

Plasmodium knowlesi is now established as the fifth Plasmodium species to cause malaria in humans. We describe a case of P. knowlesi infection acquired in Indonesian Borneo that was imported into Australia. Clinicians need to consider this diagnosis in a patient who has acquired malaria in forest areas of Southeast Asia

Characteristics of Sexual Abuse in Childhood and Adolescence Influence Sexual Risk Behavior in Adulthood

Childhood and adolescent sexual abuse has been associated with subsequent (adult) sexual risk behavior, but the effects of force and type of sexual abuse on sexual behavior outcomes have been less well-studied. The present study investigated the associations between sexual abuse characteristics and later sexual risk behavior, and explored whether gender of the child/adolescent moderated these relations. Patients attending an STD clinic completed a computerized survey that assessed history of sexual abuse as well as lifetime and current sexual behavior. Participants were considered sexually abused if they reported a sexual experience (1) before age 13 with someone 5 or more years older, (2) between the ages of 13 and 16 with someone 10 or more years older, or (3) before the age of 17 involving force or coercion. Participants who were sexually abused were further categorized based on two abuse characteristics, namely, use of penetration and force. Analyses included 1177 participants (n=534 women; n=643 men). Those who reported sexual abuse involving penetration and/or force reported more adult sexual risk behavior, including the number of lifetime partners and number of previous STD diagnoses, than those who were not sexually abused and those who were abused without force or penetration. There were no significant differences in sexual risk behavior between nonabused participants and those who reported sexual abuse without force and without penetration. Gender of the child/adolescent moderated the association between sexual abuse characteristics and adult sexual risk behavior; for men, sexual abuse with force and penetration was associated with the greatest number of episodes of sex trading, whereas for women, those who were abused with penetration, regardless of whether the abuse involved force, reported the most episodes of sex trading. These findings indicate that more severe sexual abuse is associated with riskier adult sexual behavior

U.S. Air Force Academy

Interstate 25, Colorado Springs, CO 80840exterior, chape

U.S. Air Force Academy

Interstate 25, Colorado Springs, CO 80840general vie

U.S. Air Force Academy

Interstate 25, Colorado Springs, CO 80840exterio