Tangible Models and Haptic Representations Aid Learning of Molecular Biology Concepts [Konferenzbericht] Paper presented at the Annual Meeting of the Cognitive Science Society (38th, Philadelphia, PA, Aug 10-13, 2016).

Autor/inn/en	Johannes, Kristen; Powers, Jacklyn; Couper, Lisa; Silberglitt, Matt; Davenport, Jodi
Titel	Tangible Models and Haptic Representations Aid Learning of Molecular Biology Concepts [Konferenzbericht] Paper presented at the Annual Meeting of the Cognitive Science Society (38th, Philadelphia, PA, Aug 10-13, 2016).
Quelle	(2016), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Molecular Biology; Science Instruction; Teacher Role; Scientific Concepts; High School Students; Models; Teaching Methods; Educational Technology; Genetics; Feedback (Response); Concept Formation; Visual Aids; Correlation; Pretests Posttests; Science Achievement; Secondary School Teachers; Interviews; California + Suchen Sie Ihr Suchwort? Molekularbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Humangenetik; Concept learning; Begriffsbildung; Anschauungsmaterial; Korrelation; Interviewing; Interviewtechnik; Kalifornien
Abstract	Can novel 3D models help students develop a deeper understanding of core concepts in molecular biology? We adapted 3D molecular models, developed by scientists, for use in high school science classrooms. The models accurately represent the structural and functional properties of complex DNA and Virus molecules, and provide visual and haptic feedback about biomolecular properties that are often implicit in traditional models. We investigated: 1) Can we measure conceptual growth on core concepts? 2) Do lessons with 3D models improve student outcomes on these measures?, and 3) What factors mediate learning? Model use yielded measurable gains in conceptual knowledge and the greatest gains were related to how actively models were used during a lesson and the facilitative role adopted by the teachers. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01