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HOW WE TEACH

Case study analysis and the remediation of misconceptions about respiratory physiology

Department of Biology, Niagara University, Niagara University, New York

Address for reprint requests and other correspondence: W. H. Cliff, Dept. of Biology, Niagara Univ., Niagara University, NY 14109 (e-mail: Bcliff{at}niagara.edu)

Most students enter the physiology classroom with one or more fundamental misconceptions about respiratory physiology. This study examined the prevalence of four respiratory misconceptions and determined the role of case analysis in the remediation of one of them. A case study was used to help students learn about oxygen transport in the blood and a conceptual diagnostic test was used to assess student understanding of the relation between PO₂ and hemoglobin saturation by probing for the corresponding (SA/PO₂) misconception. A 36% remediation of the SA/PO₂ misconception was found to be associated with case analysis. This repair was selective since the frequency of three other respiratory misconceptions was found to be unchanged after classroom instruction about respiratory physiology in lectures and laboratories. Remediation of the SA/PO₂ misconception before an instructor-led, in-class case review was superficial and temporary. Explanations provided by students who correctly answered the SA/PO₂ conceptual diagnostic test showed improved conceptual understanding following case analysis. These results suggest that a learning strategy where students actively confront their faulty notions about respiratory physiology is useful in helping them overcome their misconceptions.

Key words: alternative conceptions; assessment; conceptual diagnostic test; conceptual change; active learning

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