Common Undergraduate Misconceptions in Biology

By on March 2, 2021

Learning Community: Common Undergraduate Misconceptions in Biology

By helping students move past their misconceptions, it will open there understanding to deeper biological learning. Creating a community of like minded educators who have an interest in addressing misconceptions will lead these educators to continue discussion with those who have also participated in the community.

Common Undergraduate Misconceptions in Biology
Location: Life Science Building
All meetings will be held from 1:00 PM to 2:00 PM
Community Leader: Thornton Larson, PhD candidate, Biology

Meeting Schedule:

Thursday, Meeting 1

  • CIRTL Introduction
  • Goals and Purpose of this learning Community
  • Learning Outcome
    • Recognize Value of learning communities and student-centered goals.

Thursday, Meeting 2

  • Identifying and defining misconceptions in biology
  • Discussion topic
    • What is a misconception versus incorrect answers? How might you reveal where the understanding is lacking?
  • Open Discussion
  • Learning Outcome
    • Describe several assessment techniques and recognize their alignment with particular types of learning goals

Thursday, Meeting 3

  • Influences of misconceptions in biology (cultural and previous knowledge)
  • Discussion topic
    • How might diversity have input on misconceptions?
  • Open Discussion
  • Learning Outcome
    • Describe the impact of diversity on student learning, particularly how inequities can negatively impact learning if not addressed.

Thursday, Meeting 4

  • Appropriate methods for dealing with misconceptions in biology.
  • Discussion topics
    • What ways are there to approach a misconception?
  • Open Discussion
  • Learning Outcome
    • Describe several known high-impact evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Thursday, Meeting 5

  • Considering ones’ own impacts from bias and beliefs
    • How might your own background and beliefs contribute to identifying and remediating misconceptions as an instructor?
  • Open Discussion
  • Learning Outcome
    • Describe how an instructor’s beliefs and biases can influence student learning.

Thursday, Meeting 6

  • Communicating ideas of successful mediation of misconception
  • Discussion topic
    • How can this learning community continue to be of value to teaching?
  • Open Discussion
  • Learning Outcome
    • Describe and recognize the value of learning communities and how they impact student learning.