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A Problem-Sorting Task Detects Changes in Undergraduate Biological Expertise over a Single Semester

机译：解决问题的任务可以检测一个学期本科生生物学专业的变化

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摘要

Calls for undergraduate biology reform share similar goals: to produce people who can organize, use, connect, and communicate about biological knowledge. Achieving these goals requires students to gain disciplinary expertise. Experts organize, access, and apply disciplinary knowledge differently than novices, and expertise is measurable. By asking introductory biology students to sort biological problems, we investigated whether they changed how they organized and linked biological ideas over one semester of introductory biology. We administered the Biology Card Sorting Task to 751 students enrolled in their first or second introductory biology course focusing on either cellular–molecular or organismal–population topics, under structured or unstructured sorting conditions. Students used a combination of superficial, deep, and yet-uncharacterized ways of organizing and connecting biological knowledge. In some cases, this translated to more expert-like ways of organizing knowledge over a single semester, best predicted by whether students were enrolled in their first or second semester of biology and by the sorting condition completed. In addition to illuminating differences between novices and experts, our results show that card sorting is a robust way of detecting changes in novices’ biological expertise—even in heterogeneous populations of novice biology students over the time span of a single semester.
机译：呼吁进行本科生生物学改革的目标相似：培养能够组织，利用，联系和交流生物学知识的人。实现这些目标要求学生获得学科专业知识。专家组织，获取和应用学科知识的方式与新手不同，专业知识是可以衡量的。通过要求入门生物学的学生对生物学问题进行分类，我们调查了他们是否在一个学期的入门生物学中改变了他们如何组织和链接生物学思想。我们对751名在结构化或非结构化分类条件下首次或第二期入门生物学课程的学生进行了生物卡分类任务，这些课程侧重于细胞，分子或生物种群主题。学生使用了组织，连接生物知识的肤浅，深入而尚未表征的方法的组合。在某些情况下，这转化为更像专家的方式来组织一个学期的知识，这可以通过学生是否进入生物学的第一学期或第二学期以及完成的分类条件来最好地预测。除了阐明新手和专家之间的差异外，我们的结果还显示，卡片分类是检测新手生物学专业知识变化的有效方法，即使在一个学期的时间里，即使是异类的新手生物学学生也是如此。

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