Application of the Decoding the Disciplines Paradigm to Enhance Graphical Interpretation by Introductory Biology University Students

In summer 2022 at Indiana University, the Decoding the Transition to College Project brought together instructors from both institutions to collaboratively identify bottlenecks in student learning that could interfere with the transition from high school to university. I focused on a common bottleneck experienced by first-year university students: ie, the ability to adequately and quantitatively interpret graphs. Through my decoding interview, I identified at least 11 steps necessary to comprehensively interpret a graph of intermediate complexity.

Mirroring the steps identified during my interview, I developed a graphing checklist that provided a step-wise strategy for interacting with a new graph and its relevant biological context. The three primary sections of the checklist involved orientation (identifying independent and dependent variables), pattern recognition (describing the shape of the function [linear/non-linear; increasing/decreasing), and interpretation ( why the function was changing in this way; identifying intercepts or equilibria; and connecting to relevant biological concepts). 

In an introductory course for biology majors for the fall semesters of 2022 and 2023, the checklist was provided whenever a new graph was presented (eg, reaction norms, exponential/logistic growth). Students were guided through the checklist during class to ensure that everyone would ultimately have record of the correct interpretation and relevance to course content. The graphing abilities of the students were assessed at the beginning and the end of the course. Scores on the assessment were significantly higher on the post-assessment in both years. This work provides a tangible example of the power of decoding and its translation into concrete methods for enhancing students' higher-level learning.