Development of a Protein Concept Inventory: A Proposal for Item Scoring and Responding
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Aug 29, 2024
Abstract
The present study has aimed to develop and validate a protein concept inventory (PCI) consisting of 25 multiple-choice (MC) questions to assess students’ understanding of protein, which is a fundamental concept across different biology disciplines. The development process of the PCI involved a literature review to identify protein-related content, validation interviews to iteratively validate and refine the created items (n = 26), and data collection from a large sample (n = 291) for statistical analysis. An expert interview was held with two different field experts regarding the content validity of the draft PCI tool, the suitability of the options, and the clarity of the items. Free choice format (multiple marking) was used to answer the developed MC items. In scoring these items, positive points were given to correct options, and negative points were given to incorrect options. Evidence regarding the psychometric properties of the PCI trial form was collected through factor analysis, group differentiation, internal consistency, and item analysis using quantitative data. The evidence collected demonstrates that the validity and reliability of the PCI as a measurement tool have been confirmed. PCI’s scoring approach and the use of response patterns created by multiple markings in teaching are discussed.
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Keywords
Protein, Conceptual Understanding, History and Development
References
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Harle, M., & Towns, M. H. (2013). Students’ understanding of primary and secondary protein structure: Drawing secondary protein structure reveals student understanding better than simple recognition of structures. Biochemistry and Molecular Biology Education, 41(6):369-376. DOI: https://doi.org/10.1002/bmb.20719
Herrmann-Abell, C. F., & DeBoer, G. E. (2011). Using distracter-driven standards-based multiple-choice assessments and Rasch modeling to investigate hierarchies of chemistry misconceptions and detect structural problems with individual items. Chemistry Education Research and Practice, 12(2):184-192.DOI: https://doi.org/10.1039/c1rp90023d
Herrmann-Abell, C. F., Koppal, M., & Roseman, J. E. (2016). Toward high school biology: Helping middle school students understand chemical reactions and conservation of mass in nonliving and living systems. Cell Biology Education, 15(4).DOI: https://doi.org/10.1187/cbe.16-03-0112
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Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling. 6(1):1-55. DOI: http://www.tandfonline.com/doi/abs/10.1080/10705519909540118
Jarrett, L., Ferry, B., & Takacs, G. (2012). Development and validation of a concept inventory for introductory-level climate change science. International Journal of Innovation in Science and Mathematics Education, 20(2). Available at: https://openjournals.library.sydney.edu.au/CAL/article/view/5814
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Jorion, N., & Gane, B. D., & DiBello, L. V., & Pellegrino, J. W. (2015, June): Developing and Validating a Concept Inventory [Paper presentation]. ASEE Annual Conference & Exposition, Seattle, Washington. DOI: https://doi.org/10.18260/p.23836
Kalas, P., O’Neill, A., Pollock, C., & Birol, G. (2013). Development of a meiosis concept inventory. CBE Life Sciences Education, 12(4):655-664. DOI: https://doi.org/10.1187/cbe.12-10-0174
Kasapoglu, E. (2011). The effect of teaching protein synthesis using concept maps on the academic achievement and attitudes of 12th grade high school students. Master thesis. Selçuk University.
Kline, P. (1994). An easy guide to factor analysis. Routledge.
Kline, R. B. (2005). Principles and practice of structural equation modeling (Second). The Guilford Press.
Klymkowsky, M. W., & Garvin-Doxas, K. (2008). Recognizing student misconceptions through Ed’s tools and the biology concept inventory. PLoS Biology, 6(1):0014-0017. DOI: https://doi.org/10.1371/journal.pbio.0060003
Kummer, T. A., Whipple, C. J., Bybee, S. M., Adams, B. J., & Jensen, J. L. (2019). Development of an evolutionary tree concept inventory. Journal of Microbiology & Biology Education, 20(2). DOI: https://doi.org/10.1128/jmbe.v20i2.1700
Kurz, T. B. (1999). A review of scoring algorithms for multiple-choice tests. Annual Meeting of the Southwest Educational Research Association (San Antonio, TX, January 21-23, 1999, 1:1-21. Available at: https://files.eric.ed.gov/fulltext/ED428076.pdf
Lewis, J., Leach, J., & Wood-Robinson, C. (2000). All in the genes? Young people’s understanding of the nature of genes. Journal of Biological Education, 34(2):74-79. DOI: https://doi.org/10.1080/00219266.2000.9655689
Libarkin, J. (2008). Concept inventories in higher education science. STEM Education Workshop 2. Available at: https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_072624.pdf
Lindell, R. S., Peak, E., & Foster, T. M. (2007). Are they all created equal? A comparison of different concept inventory development methodologies. AIP Conference Proceedings, 883:14-17. https://doi.org/10.1063/1.2508680
Linenberger, K. J., & Bretz, S. L. (2014). Biochemistry students’ ideas about shape and charge in enzyme-substrate interactions. Biochemistry and Molecular Biology Education, 42(3):203-212. DOI: https://doi.org/10.1002/bmb.20776
Mak, S. Y., Yip, D. Y., & Chung, C. M. (1999). Alternative conceptions in biology-related topics of integrated science teachers and implications for teacher education. Journal of Science Education and Technology, 8(2):161-170. DOI: http://www.jstor.org/stable/40188526
Marbach-Ad, G. (2001). Attempting to break the code in student comprehension of genetic concepts. Journal of Biological Education, 35(4):183-189. DOI: https://doi.org/10.1080/00219266.2001.9655775
Mayring, P. (2002). Einführung in die qualitative sozialforschung (5. edition). Beltz Verlag.
McFarland, J. L., Price, R. M., Wenderoth, M. P., Martinková, P., Cliff, W., Michael, J., Modell, H., & Wright, A. (2017). Development and validation of the homeostasis concept inventory. CBE Life Sciences Education, 16(2):1-13. DOI: https://doi.org/10.1187/cbe.16-10-0305
Naah, B. (2015). Enhancing preservice teachers’ understanding of students’ misconceptions in learning chemistry. Journal of College Science Teaching, 45(2):41-47. DOI: https://doi.org/10.2505/4/jcst15_045_02_41
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How to Cite
Taşçi, G. (2024). Development of a Protein Concept Inventory: A Proposal for Item Scoring and Responding. Science Insights Education Frontiers, 23(2), 3755–3777. https://doi.org/10.15354/sief.24.or617
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