Simulating a Computational Biological Model, Rather than Reading, Elicits Changes in Brain Activity during Biological Reasoning

Autor/inn/en	Clark, Caron A. C.; Helikar, Tomáš; Dauer, Joseph
Titel	Simulating a Computational Biological Model, Rather than Reading, Elicits Changes in Brain Activity during Biological Reasoning
Quelle	In: CBE - Life Sciences Education, 19 (2020) 3, Artikel 45 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Computer Simulation; Brain Hemisphere Functions; Undergraduate Students; Biology; Science Instruction; Learning Processes; Cognitive Processes; Genetics; Diagnostic Tests; Accuracy; Correlation; Teaching Methods; Student Behavior; Change; Attribution Theory; Intervention; Nebraska (Lincoln) + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Humangenetik; Diagnostic test; Diagnostischer Test; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Wandel
Abstract	The creation and analysis of models is integral to all scientific disciplines, and modeling is considered a core competency in undergraduate biology education. There remains a gap in understanding how modeling activities may support changes in students' neural representations. The aim of this study was to evaluate the effects of simulating a model on undergraduates' behavioral accuracy and neural response patterns when reasoning about biological systems. During brief tutorials, students (n = 30) either simulated a computer model or read expert analysis of a gene regulatory system. Subsequently, students underwent functional magnetic resonance imaging while responding to system-specific questions and system-general questions about modeling concepts. Although groups showed similar behavioral accuracy, the Simulate group showed higher levels of activation than the Read group in right cuneal and postcentral regions during the system-specific task and in the posterior insula and cingulate gyrus during the system-general task. Students' behavioral accuracy during the system-specific task correlated with lateral prefrontal brain activity independent of instruction group. Findings highlight the sensitivity of neuroimaging methods for identifying changes in representations that may not be evident at the behavioral level. This work provides a foundation for research on how distinct pedagogical approaches may affect the neural networks students engage when reasoning about biological phenomena. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01