Rebecca M. Price

Biology Undergraduates’ Misconceptions about Genetic Drift

This study explores biology undergraduates’ misconceptions about genetic drift. We use qualitative and quantitative methods to describe students’ definitions, identify common misconceptions, and examine differences before and after instruction on genetic drift. We identify and describe five overarching categories that include 16 distinct misconceptions about genetic drift. The accuracy of students’ conceptions ranges considerably, from responses indicating only superficial, if any, knowledge of any aspect of evolution to responses indicating knowledge of genetic drift but confusion about the nuances of genetic drift. After instruction, a significantly greater number of responses indicate some knowledge of genetic drift (p = 0.005), but 74.6% of responses still contain at least one misconception. We conclude by presenting a framework that organizes how students’ conceptions of genetic drift change with instruction. We also articulate three hypotheses regarding undergraduates’ conceptions of evolution in general and genetic drift in particular. We propose that: 1) students begin with undeveloped conceptions of evolution that do not recognize different mechanisms of change; 2) students develop more complex, but still inaccurate, conceptual frameworks that reflect experience with vocabulary but still lack deep understanding; and 3) some new misconceptions about genetic drift emerge as students comprehend more about evolution.

The Genetic Drift Inventory: A Tool for Measuring What Advanced Undergraduates Have Mastered about Genetic Drift

The Genetic Drift Inventory is a multiple true–false format concept inventory consisting of 22 statements. It tests how well upper-division undergraduate biology students grasp four key concepts, while simultaneously testing for the presence of six misconceptions.

The EvoDevoCI: a concept inventory for gauging students' understanding of evolutionary developmental biology.

The authors present the development and validation of the EvoDevoCI, a concept inventory for evolutionary developmental biology. This CI measures student understanding of six core evolutionary developmental biology (evo-devo) concepts using four scenarios and 11 multiple-choice items, all inspired by authentic scientific examples. Distracters were designed to represent the common conceptual difficulties students have with each evo-devo concept.

Getting to Evo-Devo: Concepts and Challenges for Students Learning Evolutionary Developmental Biology

In this study we used surveys of evo-devo experts to identify the core concepts of evo-devo and outline an underlying conceptual framework. We also use interviews and surveys of conceptual difficulties with these concepts.

Re: misconceptions are "so yesterday!".

A response to Maskiewicz and Linebacks essay in the September 2013 issue of CBE-Life Sciences Education.

Columellar Muscle of Neogastropods: Muscle Attachment and the Function of Columellar Folds

Malacologists often assume that ornamentation on snail shells is functional, and therefore adaptive. I conducted the first comprehensive test of the widely accepted hypothesis that columellar folds, a type of internal ornamentation, enhance the performance of the columellar muscle, which attaches the snail to its shell. Careful dissections of live, non-relaxed specimens reveal that the physical attachment between the columellar muscle and the columella is not restricted to a small, circular patch located deep within the shell. Instead, the attachment is long and narrow, extending approximately a full whorl along the length of the columella. I developed a novel technique for preparing three-dimensional reconstructions from photographs documenting the dissections. These reconstructions were then used to measure four parameters that describe the muscle: (1) the surface area of the physical attachment between the muscle and columella, (2) the total contact area between the muscle and the columella, (3) the depth of attachment, and (4) the length of attachment. None of these parameters differed significantly between species with and without folds. In light of the biomechanics of muscular hydrostats, values of the first parameter indicate that columellar folds probably do not guide the columellar muscle as the animal moves in and out of its shell. Values of the other parameters indicate that columellar folds neither increase an animal’s ability to maneuver its shell nor facilitate deeper withdrawal. These results, and the fact that folds have evolved convergently several times, might indicate that folds are an easily evolvable solution to many functional problems, none of which are currently understood.

How We Got Here: An Inquiry-Based Activity About Human Evolution

How We Got Here, an IBI prize—winning module, utilizes iterative cycles of inquiry to help students learn about evolution. Show your students the face of a baby chimpanzee, and they will be startled and amazed by how human she is (see the photo). The image intrigues and primes students for a scientific inquiry cycle in which they will engage with, explore, explain, elaborate, and evaluate data [the 5e inquiry cycle (1)]. Through inquiry, they will reconsider one of the most common misunderstandings about evolution (2), that humans evolved from chimpanzees. The class is ready for a conceptual change (3) based on evidence the students will gather.

Beyond the Adaptationist Legacy: Updating Our Teaching to Include a Diversity of Evolutionary Mechanisms

Abstract A paradigm shift away from viewing evolution primarily in terms of adaptation — the “adaptationist programme” of Gould and Lewontin — began in evolutionary research more than 35 years ago, but that shift has yet to occur within evolutionary education research or within teaching standards. We review three instruments that can help education researchers and educators undertake this paradigm shift. The instruments assess how biology undergraduates understand three evolutionary processes other than natural selection: genetic drift, dominance relationships among allelic pairs, and evolutionary developmental biology (evo-devo). Testing with these instruments reveals that students often explain a diversity of evolutionary mechanisms incorrectly by invoking misconceptions about natural selection. We propose that increasing the emphasis on teaching evolutionary processes other than natural selection could result in a better understanding of natural selection and a better understanding of all evolutionary processes. Finally, we propose two strategies for accomplishing this goal, interleaving natural selection with other evolutionary processes and the development of bridging analogies to describe evolutionary concepts.

Performing Evolution: Role-Play Simulations

By simulating evolution through performance, students become physically, as well as mentally, engaged in thinking about evolutionary concepts. This instructional strategy redirects tension around the subject toward metacognitive reflection. Non-verbal performances like those presented here also avoid the pitfalls of relying on difficult-to-use language. This paper describes a teachable unit including the learning goals and outcomes as well as rubrics to aid assessment. Through two performance-based activities, the unit introduces the fundamental evolutionary concepts that evolution lacks forethought and that natural selection is a sorting process. By reflecting on the performances, students learn other sophisticated evolutionary concepts like hitchhiking, the effects of environmental change, and the extinction of traits. They also become aware of the scientific process, articulating hypotheses about the outcome of the simulations, collecting data, and revising their hypotheses. Discussions and homework about the performances reveal how learning progresses, and detailed rubrics help both instructors and students assess conceptual learning. This unit concludes with the opportunity for students to transfer what they have learned to new concepts: they design new performances to simulate other mechanisms of evolution, such as genetic drift, mutation, and migration.

Development and Validation of the Homeostasis Concept Inventory

The Homeostasis Concept Inventory (HCI) is a 20-item multiple-choice instrument that assesses how undergraduates understand homeostasis. The authors explain how they developed the HCI and collected evidence about its validity and reliability. The process included seeking feedback from students and instructors at all types of undergraduate institutions.