Revision as an essential step in modeling to support predicting, observing, and explaining cellular respiration system dynamics
Revision as an essential step in modeling to support predicting, observing, and explaining cellular respiration system dynamics
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DOI：
10.1080/09500693.2022.2114815
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发表时间：
2022-08-24
影响因子：
2.3
通讯作者：
Dauer，Joseph
中科院分区：
文献类型：
--
作者：
Lucas，Lyrica;Helikar，Tomas;Dauer，Joseph
全面了解复杂的生物系统需要使用计算模型，因为它们有助于系统动力学和数据驱动分析的可视化和询问。以计算模型为基础的活动在提高学生的理解和使用模型和推理的能力方面表现出了有效性。为了最大限度地提高计算建模的有效性，本研究探讨了改进的认知支架及其对学生学习细胞呼吸的影响。这个脚手架提出了预测-观察-修正-解释（PORE）的任务序列，明确挑战学生修改他们的预测和计算模型，以解决认知冲突。基于CMB活动中的修订工作，将n = 362名本科生物学学生分为三组-不期望修订（NR，n= 109），要求修订（RR，n= 179）和要求未修订（RDNR，n= 74）。学生在预测、修改和解释任务中的表现与后测表现显著相关。RR学生是两倍以上的可能性，以证明在后测试（比值比= 2.47）的RDNR学生的积极学习增益。虽然科学教育已经含蓄地承认修订作为一个关键的认知过程中建模，本研究提出的证据表明，修改一个明确的认知任务，在CMB活动支持学生学习一个复杂的生物系统。
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 thepredict-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 ofn= 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 inpredict,revise, andexplaintasks 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.