Using Data Analysis Problems in a Large General Microbiology Course

Abstract

A MAJOR goal of biological education should be to assist students in developing the ability to think critically (Moore 1993). They should be able to place new information in a broad scientific framework, use factual material they have learned in new contexts, interpret experimental data presented as graphs or tables, and draw appropriate conclusions from a series of observations. Student success in developing these skills is often evaluated on standardized tests through data analysis problems. A data analysis problem usually consists of an introductory paragraph describing a particular situation or experiment, one or more figures or tables of data, and a series of multiple-choice questions. Data analysis problems form a major part of the Science Test offered by the American College Testing (ACT) Program and the Scholastic Assessment Tests (SAT I and SAT II) offered by the Educational Testing Service. They also make up a large component of the Graduate Record Examination (GRE) and the Medical College Admissions Test (MCAT). Although data analysis problems play an important role in the admission of students to undergraduate, graduate or professional programs, they are still not widely used in introductory biology courses. This is particularly true in the area of microbiology. A survey of the test banks and student guides that accompany the most commonly used textbooks in this field reveals an almost total lack of data analysis material. The questions in these test banks and student guides are primarily designed to assess mastery of basic vocabulary and factual material. While this is certainly important in an introductory course, the inclusion of data analysis problems is essential as well. These problems provide a mechanism for helping students move beyond rote memorization. They give them practice in critical thinking and illustrate the process of scientific inquiry. Accordingly, I have made an effort in the last several years to include data analysis problems in a large General Microbiology course. This article describes my experience with this course and