Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology

When a student explains a biological phenomenon, does the answer reflect only the product of retrieving knowledge or does it also reflect a dynamic process of constructing knowledge? To gain insight into students’ dynamic knowledge, we leveraged three analytic frameworks—structures–behaviors–functions (SBF), mental models (MM), and conceptual dynamics (CD). To assess the stability of student knowledge, we asked undergraduate students to explain...