Gauging biology students' preconcepts of structure and function of cell membrane

Introduction:
Commencing students at universities come from diverse backgrounds and often with major misconcepts in biology. An understanding of the origin and nature of students’ misconcepts is important when choosing the best teaching strategy and learning activities in foundation biology units.

Aims:
The present study aimed at improving understanding of fundamental biology concepts by:
• surveying preconcepts and identifying misconcepts in membrane physiology among first year biology students; and
• identifying factors that disadvantage these students and contribute to failure and attrition in biology.

Methods:
Data on cell membrane concepts (correct/ incorrect/I don’t know) were collected from 1037 consenting students in three foundation biology units over 6 campuses, following a pre-post survey design. De-identified data were analysed using appropriate statistical tests to compare the pre- and post-semester mean scores. The differences in performance between units and campuses, and the effect of self-reported ATAR scores and previous science exposure were also analysed.

Results:
Scores increased significantly between pre-and post-semester surveys in all units at all campuses. The frequency of correct/incorrect/ I don’t know answers varied significantly between categories. Distribution of pre-semester scores was not significantly different across the units, but post-scores were significantly different for one unit pair. Significant differences existed between campuses pre- and post-semester. Intriguingly, in pre-semester surveys, students with ATAR scores of 45–60 outperformed students with ATAR scores of 65–80. Those with no senior-level biology or science at high school scored lower than those who had previous exposure to science subjects.

Discussion:
Specific and targeted pre-concept surveys help academics develop the most effective delivery methods and learning activities. Based on the results of the present study, the authors propose that surveys on other major biology concepts are essential for a more scholarly approach to improve teaching, achieve better learning outcomes, and increase student retention and success.