Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students
Affiliation(s)
1 Department of Genetics, Howard University, Washington DC, USA. 2 Department of Biology, Howard University, Washington DC, USA.
1 Department of Genetics, Howard University, Washington DC, USA. 2 Department of Biology, Howard University, Washington DC, USA.
ABSTRACT
Correct conceptualizations of genetics and genomics are central to understand many aspects of the STEM disciplines as they provide the foundational building blocks for later work in the life sciences. Our study of 435 African American college students investigated the use of culturally- relevant memes transmitted using multiple intelligence (MI) modalities to convey core genetic and genomic information as an alternative to the traditional teaching approaches. We observed that this approach appears to optimize the transmission and retention of core genetics concepts, identify and correct misconceptions, and serve as a conduit to increased African American (AA) access to further studies in STEM disciplines. A review of the relevant literature and specific examples of our interventions and their MI links are provided.
Correct conceptualizations of genetics and genomics are central to understand many aspects of the STEM disciplines as they provide the foundational building blocks for later work in the life sciences. Our study of 435 African American college students investigated the use of culturally- relevant memes transmitted using multiple intelligence (MI) modalities to convey core genetic and genomic information as an alternative to the traditional teaching approaches. We observed that this approach appears to optimize the transmission and retention of core genetics concepts, identify and correct misconceptions, and serve as a conduit to increased African American (AA) access to further studies in STEM disciplines. A review of the relevant literature and specific examples of our interventions and their MI links are provided.
Cite this paper
Johnson, J. and Jackson, F. (2015) Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students. Natural Science, 7, 299-308. doi: 10.4236/ns.2015.76033.
Johnson, J. and Jackson, F. (2015) Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students. Natural Science, 7, 299-308. doi: 10.4236/ns.2015.76033.
References
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[20] Reiss, M.J. and Tunnicliffe, S.D. (2001) Students’ Understandings about Human Organs and Organ Systems. Research in Science Education, 31, 383-399. http://dx.doi.org/10.1023/A:1013116228261 [21] National Academies (2010) Rising above the Gathering Storm, Revisited: Rapidly Approaching Category 5. The National Academies Press, Washington DC, 104 p. [22] National Academy of Sciences, National Academy of Engineering and Institute of Medicine (2010) US Competitive Position Has Further Declined in Past Five Years, Report Says; Nation Needs Sustain Commitment to Investment in Innovation. News from the National Academies. http://www8.nationalacademies.org/onpinews/newsitem.aspx?RecordID=12999 [23] National Science Foundation, National Center for Science and Engineering Statistics (2013) Women, Minorities, and Persons with Disabilities in Science and Engineering. Special Report NSF 13-304, Arlington, VA. http://www.nsf.gov/statistics/wmpd/ [24] Sasso, A. 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(1992) Undergraduate Science Education: The Impact of Different College Environments in the Educational Pipeline in the Sciences. Final Report, National Science Foundation, Washington DC. www.seaphe.org/pdf/astin.pdf [39] Ostwald-Kowald, T. (2014) Understanding Your Students Learning Style: The Theory of Multiple Intelligences. http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx [40] Borek, J. (2003) Inclusion and the Multiple Intelligences: Creating a Student-Centered Curriculum. The Quarterly, 25, 24-28. [41] Bella, T., Urhahneb, D., Schanzec, S. and Ploetznerd, R. (2009) Collaborative Inquiry Learning Models, Tools, and Challenges. International Journal of Science Education, 32, 349-377. http://dx.doi.org/10.1080/09500690802582241
[1] Flores, F., Tovar, M. and Gallegos, L. (2003) Representation of the Cell and Its Processes in High School Students: An Integrated View. International Journal of Science Education, 25, 269-286. http://dx.doi.org/10.1080/09500690210126793 [2] Lewis, J. and Wood-Robinson, C. (2000) Genes, Chromosomes, Cell Division and Inheritance—Do Students See Any Relationship? International Journal of Science Education, 22, 177-195. http://dx.doi.org/10.1080/09500690210126793 [3] Marbach-Ad, G. and Stavy, R. (2000) Students Cellular and Molecular Explanations of Genetic Phenomena. Journal of Biological Education, 34, 200-205. http://dx.doi.org/10.1080/00219266.2000.9655718 [4] Dikmenli, M. (2009) Misconceptions of Cell Division Held by Student Teachers in Biology: A Drawing Analysis. Academic Journals: Scientific Research and Essay, 5, 235-247. [5] Oztas, H., Ozay, E. and Oztas, F. (2003) Teaching Cell Division to Secondary School Students: An Investigation of Difficulties Experienced by Turkish Teachers. Journal of Biological Education, 38, 13-15. http://dx.doi.org/10.1080/00219266.2003.9655890 [6] Newman, D.L. (2012) Students Fail to Transfer Knowledge of Chromosome Structure to Topics Pertaining to Cell Division. Rochester Institute of Technology, New York. [7] Mills Shaw, K.R., Van Horne, K., Zhang, H. and Boughman, J. (2008) Essay Contest Reveals Misconceptions of High School Students in Genetics Content. Genetics, 178, 1157-1168. http://dx.doi.org/10.1534/genetics.107.084194 [8] Bahar, M. (2003) Misconceptions in Biology Education and Conceptual Change Strategies. Education, Science Theory & Practice, 3, 55-64. [9] Wandersee, J.H., Mintzes, J.J. and Novak, D. (1994) Research on Alternative Conceptions in Science. In: Gabel, D.L., Ed., Handbook of Research on Science Teaching and Learning, Macmillan, New York, 177-210. [10] Gardner, H. (1983) Frames of Mind: The Theory of Multiple Intelligences. Perseus Book Group, Basic Books, New York. [11] Campbell, B. (2013) Multiple Intelligences in the Classroom: Of the Seven Different Ways We Learn, Schools Focus on Only Two. Add the Other Five, and You Increase the Chances of Success. http://www.context.org/iclib/ic27/campbell/ [12] Mullich, J. (2013) Rising to the Challenge—America’s Math and Science Curriculum Is Key to Future Competitiveness. http://online.wsj.com/ad/article/mathscience-rising [13] Canas, A.J., Novak, J.D. and González, F.M. (2004) Concept Maps: Theory, Methodology, Technology. Proceedings of the First International Conference on Concept Mapping, Editorial Universidad Pública de Navarra. [14] Tekkaya, C. (2003) Remediating High Schools’ Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text. Research in Science & Technological Education, 21, 5-16. http://dx.doi.org/10.1080/02635140308340 [15] Barrington, E. (2004) Teaching to Student Diversity in Higher Education: How Multiple Intelligence Theory Can Help. Teaching in Higher Education, 9, 421-434. http://dx.doi.org/10.1080/1356251042000252363 [16] Riemeier, T. and Gropengieber, H. (2008) On the Roots of Difficulties in Learning about Cell Division: Process-Based Analysis of Students’ Conceptual Development in Teaching Experiments. International Journal of Science Education, 30, 923-939. http://dx.doi.org/10.1080/09500690701294716 [17] Bahar, M., Ozel, M., Prokop, P. and Usak, M. (2008) Science Student Teachers’ Ideas of the Heart. Journal of Baltic Science Education, 7, 78-85. [18] Bowker, R. (2007) Children’s Perceptions and Learning about Tropical Rainforests: An Analysis of Their Drawings. Environmental Education Research, 13, 75-96. http://dx.doi.org/10.1080/13504620601122731 [19] Kose, S. (2008) Diagnosing Student Misconceptions: Using Drawings as a Research Method. World Applied Sciences Journal, 3, 283-293. [20] Reiss, M.J. and Tunnicliffe, S.D. (2001) Students’ Understandings about Human Organs and Organ Systems. Research in Science Education, 31, 383-399. http://dx.doi.org/10.1023/A:1013116228261 [21] National Academies (2010) Rising above the Gathering Storm, Revisited: Rapidly Approaching Category 5. The National Academies Press, Washington DC, 104 p. [22] National Academy of Sciences, National Academy of Engineering and Institute of Medicine (2010) US Competitive Position Has Further Declined in Past Five Years, Report Says; Nation Needs Sustain Commitment to Investment in Innovation. News from the National Academies. http://www8.nationalacademies.org/onpinews/newsitem.aspx?RecordID=12999 [23] National Science Foundation, National Center for Science and Engineering Statistics (2013) Women, Minorities, and Persons with Disabilities in Science and Engineering. Special Report NSF 13-304, Arlington, VA. http://www.nsf.gov/statistics/wmpd/ [24] Sasso, A. (2008) African Americans Studying STEM: Parsing the Numbers. Science Careers, Career Magazine, Diversity Issues. http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2008_05_16/caredit.a0800070 [25] Barr, R.B. and Tagg, J. (1995) From Teaching to Learning: A New Paradigm for Undergraduate Education. Journal of Change, Research Library Core, 12 p. http://www.athens.edu/visitors/QEP/Barr_and_Tagg_article.pdf [26] Wineke, W.R. and Certain, P. (1990) The Freshman Year in Science and Engineering: Old Problems, New Perspectives for Research Universities. Alliance for Undergraduate Education, ERIC, University Park, 57. [27] Seymour, E. and Hewitt, N.M. (1997) Talking about Leaving: Why Undergraduates Leave the Sciences. Westview Press, Boulder. [28] Sabot, R. and Wakeman-Linn, J. (1991) Grade Inflation and Course Choice. Journal of Economic Perspectives, 5, 159- 170. http://dx.doi.org/10.1257/jep.5.1.159 [29] Astin, A.W. (1982) Minorities in American Higher Education: Recent Trends, Current Perspectives, and Recommendations. Jossey-Bass, San Francisco. [30] Astin, A.W. (1990) The Black Undergraduate: Current Status and Trends in the Characteristics of Freshmen. University of California Los Angles, Higher Education Research Council, Los Angles. [31] Maton, K.I., Hrabowski, F.A. and Schmitt, C.L. (2000) African American College Students Excelling in the Sciences: College and Postcollege Outcomes in the Meyerhoff Scholars Program. Journal of Research in Science Teaching, 37, 629-654. http://dx.doi.org/10.1002/1098-2736(200009)37:7<629::AID-TEA2>3.0.CO;2-8 [32] Willingham, W.W., Lewis, C., Morgan, R. and Ramist, L. (1990) Predicting College Grades: An Analysis of Institutional Trends over Two Decades. Educational Testing Service, Princeton, 253-288. [33] Ramist, L., Lewis, C. and McCamley-Jenkins, L. (1994) Student Group Differences in Predicting College Grades: Sex, Language, and Ethnic Groups. College Board Report No. 93-1, College Entrance Examination Board, New York. [34] Elliott, R., Strenta, A.C., Adair, R., Matier, M. and Scott, J. (1995) Non-Asian Minority Students in the Science Pipeline at Highly Selective Institutions. Report to the NSF, National Science Foundation, Washington DC. [35] Gandara, P. and Maxwell-Jolly, J. (1999) Priming the Pump: A Review of Programs That Aim to Increase the Achievement of Underrepresented Minority Undergraduates. A Report to the Task Force on Minority High Achievement of the College Board, College Board, New York. [36] Breland, H.M. (1979) Population Validity and College Entrance Measures. College Entrance Examination Board, New York. [37] Bowen, W.G. and Bok, D. (1998) The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions. Princeton University Press, Princeton. [38] Astin, A.W. and Astin, H.S. (1992) Undergraduate Science Education: The Impact of Different College Environments in the Educational Pipeline in the Sciences. Final Report, National Science Foundation, Washington DC. www.seaphe.org/pdf/astin.pdf [39] Ostwald-Kowald, T. (2014) Understanding Your Students Learning Style: The Theory of Multiple Intelligences. http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx [40] Borek, J. (2003) Inclusion and the Multiple Intelligences: Creating a Student-Centered Curriculum. The Quarterly, 25, 24-28. [41] Bella, T., Urhahneb, D., Schanzec, S. and Ploetznerd, R. (2009) Collaborative Inquiry Learning Models, Tools, and Challenges. International Journal of Science Education, 32, 349-377. http://dx.doi.org/10.1080/09500690802582241