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Undergraduate Performance in Solving Ill-Defined Biochemistry Problems

机译：本科生在解决生化问题方面的表现

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With growing interest in promoting skills related to the scientific process, we studied performance in solving ill-defined problems demonstrated by graduating biochemistry majors at a public, minority-serving university. As adoption of techniques for facilitating the attainment of higher-order learning objectives broadens, so too does the need to appropriately measure and understand student performance. We extended previous validation of the Individual Problem Solving Assessment (IPSA) and administered multiple versions of the IPSA across two semesters of biochemistry courses. A final version was taken by majors just before program exit, and student responses on that version were analyzed both quantitatively and qualitatively. This mixed-methods study quantifies student performance in scientific problem solving, while probing the qualitative nature of unsatisfactory solutions. Of the five domains measured by the IPSA, we found that average graduates were only successful in two areas: evaluating given experimental data to state results and reflecting on performance after the solution to the problem was provided. The primary difficulties in each domain were quite different. The most widespread challenge for students was to design an investigation that rationally aligned with a given hypothesis. We also extend the findings into pedagogical recommendations.
机译：随着人们对提高与科学过程相关的技能的兴趣日益浓厚，我们研究了解决公立少数族裔大学生物化学专业毕业所表现出的不确定性问题的表现。随着促进实现高等学习目标的技术的采用范围不断扩大，对适当衡量和理解学生表现的需求也随之增加。我们扩大了先前对个人问题解决评估（IPSA）的验证，并在两个生化学期的生物化学课程中管理了多个版本的IPSA。专业学生在课程退出之前就已经定稿了，并且对学生对该版本的反应进行了定量和定性的分析。这项混合方法的研究量化了学生在解决科学问题上的表现，同时探究了解决方案不令人满意的性质。在IPSA评估的五个领域中，我们发现普通毕业生仅在两个领域取得成功：评估给定的实验数据以陈述结果，并在提供问题的解决方案后反思绩效。每个领域的主要困难都大不相同。对学生来说，最普遍的挑战是设计一个与给定假设合理地吻合的调查。我们还将研究结果扩展到教学建议中。

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