Research in Science Education

, Volume 43, Issue 4, pp 1361–1375

Is DNA Alive? A Study of Conceptual Change Through Targeted Instruction

  • Stephen B. Witzig
  • Sharyn K. Freyermuth
  • Marcelle A. Siegel
  • Kemal Izci
  • J. Chris Pires
Article

DOI: 10.1007/s11165-012-9311-4

Cite this article as:
Witzig, S.B., Freyermuth, S.K., Siegel, M.A. et al. Res Sci Educ (2013) 43: 1361. doi:10.1007/s11165-012-9311-4
  • 408 Downloads

Abstract

We are involved in a project to incorporate innovative assessments within a reform-based large-lecture biochemistry course for nonmajors. We not only assessed misconceptions but purposefully changed instruction throughout the semester to confront student ideas. Our research questions targeted student conceptions of deoxyribonucleic acid (DNA) along with understanding in what ways classroom discussions/activities influence student conceptions. Data sources included pre-/post-assessments, semi-structured interviews, and student work on exams/assessments. We found that students held misconceptions about the chemical nature of DNA, with 63 % of students claiming that DNA is alive prior to instruction. The chemical nature of DNA is an important fundamental concept in science fields. We confronted this misconception throughout the semester collecting data from several instructional interventions. Case studies of individual students revealed how various instructional strategies/assessments allowed students to construct and demonstrate the scientifically accepted understanding of the chemical nature of DNA. However, the post-assessment exposed that 40 % of students still held misconceptions about DNA, indicating the persistent nature of this misconception. Implications for teaching and learning are discussed.

Keywords

Deoxyribonucleic acidDNAConceptual changeAssessmentStudent conceptions

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  • Stephen B. Witzig
    • 1
  • Sharyn K. Freyermuth
    • 2
  • Marcelle A. Siegel
    • 2
    • 3
  • Kemal Izci
    • 3
  • J. Chris Pires
    • 4
  1. 1.Department of Science, Technology, Engineering & Mathematics (STEM) EducationUniversity of Massachusetts DartmouthFairhavenUSA
  2. 2.Department of BiochemistryUniversity of Missouri (MU)ColumbiaUSA
  3. 3.Department of Learning, Teaching, and Curriculum, MU Science Education CenterUniversity of Missouri (MU)ColumbiaUSA
  4. 4.Division of Biological SciencesUniversity of Missouri (MU)ColumbiaUSA