Revision as an Essential Step in Modeling to Support Predicting, Observing, and Explaining Cellular Respiration System Dynamics

Autor/inn/en	Lucas, Lyrica; Helikar, Tomáš; Dauer, Joseph
Titel	Revision as an Essential Step in Modeling to Support Predicting, Observing, and Explaining Cellular Respiration System Dynamics
Quelle	In: International Journal of Science Education, 44 (2022) 13, S.2152-2179 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lucas, Lyrica) ORCID (Helikar, Tomáš) ORCID (Dauer, Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2114815
Schlagwörter	Cytology; Science Instruction; Teaching Methods; Biology; Psychological Patterns; Student Attitudes; Prediction; Instructional Effectiveness; Computer Assisted Instruction; Pretests Posttests; Scientific Concepts; Concept Formation; Undergraduate Students; Classification; Cognitive Processes; Learning Processes; Scaffolding (Teaching Technique); Student Characteristics; Gender Differences; Ethnicity; First Generation College Students; Majors (Students); College Entrance Examinations; Age Differences; Science Tests; ACT Assessment + Suchen Sie Ihr Suchwort? Zytologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Schülerverhalten; Vorhersage; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Concept learning; Begriffsbildung; Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Geschlechterkonflikt; Ethnizität; Aufnahmeprüfung; Age; Difference; Age difference; Altersunterschied; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Comprehensive understanding of complex biological systems necessitates the use of computational models because they facilitate visualisation and interrogation of system dynamics and data-driven analysis. Computational model-based (CMB) activities have demonstrated effectiveness in improving students' understanding and their ability to use and reason with models. To maximise the effectiveness of computational modelling, this study examined an improved cognitive scaffolding and its impact on student learning of cellular respiration. This scaffolding proposes the "predict-observe-revise-explain" (PORE) sequence of tasks that explicitly challenge students to revise their predictions and computational models to resolve cognitive conflict. Based on revision work in a CMB activity, a sample of n = 362 undergraduate biology students were categorised into three groups -- not expected to revise (NR, n = 109), required-revised (RR, n = 179), and required-did not revise (RDNR, n = 74). Students' performance in "predict," "revise," and "explain" tasks were significantly associated with post-test performance. RR students were more than twice as likely to demonstrate a positive learning gain in the post-test ("odds ratio" = 2.47) compared to RDNR students. While science education has implicitly acknowledged revision as a critical cognitive process in modelling, this study presents evidence that making revision an explicit cognitive task in a CMB activity supports student learning of a complex biological system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01