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Evaluating an Inquiry-based Bioinformatics Course Using Q Methodology

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Abstract

Faculty at a Midwestern metropolitan public university recently developed a course on bioinformatics that emphasized collaboration and inquiry. Bioinformatics, essentially the application of computational tools to biological data, is inherently interdisciplinary. Thus part of the challenge of creating this course was serving the needs and backgrounds of a diverse set of students, predominantly computer science and biology undergraduate and graduate students. Although the researchers desired to investigate student views of the course, they were interested in the potentially different perspectives. Q methodology, a measure of subjectivity, allowed the researchers to determine the various student perspectives in the bioinformatics course.

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Acknowledgements

This research supported by an NSF CCLI grant #0410727

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Correspondence to Susan E. Ramlo.

Appendix—List of the 29 Q sample statements

Appendix—List of the 29 Q sample statements

  1. 1.

    The instructors worked hard to help biology students learn computer science concepts.

  2. 2.

    The instructors worked hard to help computer science students learn biology concepts.

  3. 3.

    I learned much of what I needed for this class on my own.

  4. 4.

    I learned much of what I needed for this class from the lecture material.

  5. 5.

    I learned much of what I needed for this class from the lab and homework assignments.

  6. 6.

    There was too much material to learn in this course.

  7. 7.

    My concept of bioinformatics has not changed much over the semester.

  8. 8.

    Bioinformatics is a lot different than what I thought it was when the class began.

  9. 9.

    We should have used computers more in class.

  10. 10.

    We should have had spent more time learning how to write programs.

  11. 11.

    Interactions with my group during class helped me understand concepts.

  12. 12.

    Our group met outside of class several times.

  13. 13.

    People in our group worked well together.

  14. 14.

    Class time would have been better spent with the instructor lecturing rather than having the students work in groups.

  15. 15.

    Having the class material available online helped me learn.

  16. 16.

    The instructors tried to use everyday terms and simple examples whenever possible.

  17. 17.

    We should have had a separate textbook on Perl or basic programming.

  18. 18.

    We should have had a separate textbook or readings that introduced critical biological concepts discussed in the class.

  19. 19.

    The textbook had almost all of the information necessary for this course.

  20. 20.

    I completed all or almost all (90 + %) of the reading assignments.

  21. 21.

    The instructors were not available outside of class time.

  22. 22.

    I feel that I have a strong understanding of Bioinformatics after taking this class.

  23. 23.

    I would be interested in enrolling in a graduate program in Bioinformatics.

  24. 24.

    I feel that I could contribute to the development of the field of Bioinformatics.

  25. 25.

    This course was well organized.

  26. 26.

    For many of the topics it would have been better to have separate lectures for computer science and biology students.

  27. 27.

    The students should have had more opportunities to give feedback on how the class was taught.

  28. 28.

    The late meeting time for the class made it difficult for me to pay attention.

  29. 29.

    The exams did not reflect the material we covered during class.

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Ramlo, S.E., McConnell, D., Duan, ZH. et al. Evaluating an Inquiry-based Bioinformatics Course Using Q Methodology. J Sci Educ Technol 17, 219–225 (2008). https://doi.org/10.1007/s10956-008-9090-x

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