A model of how different biology experts explain molecular and cellular mechanisms.
A model of how different biology experts explain molecular and cellular mechanisms.
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DOI：
10.1187/cbe.14-12-0229
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Pelaez NJ
中科院分区：
文献类型：
--
作者：
Trujillo CM;Anderson TR;Pelaez NJ
这项研究使用了文献综述和对执业生物学家的采访来开发马赫模型，这是研究科学家在解释分子和细胞机制时包括的组件的维恩图。来自不同学科的七位生物学家包括研究方法、类比、背景以及机制是如何工作的，以解释他们研究的系统。对所有理科学习者来说，解释是一项基本技能。这个项目的目标是对分子和细胞机制的专家解释的关键组成部分进行建模。因此，我们问：生物学专家用来解释分子和细胞机制的解释组件的适当模型是什么？一所大学不同生物学科专家的解释是否支持这一模型的有效性？在R.S.Justi和J.K.Gilbert的建模框架的指导下，通过要求七位生物学家解释他们选择的分子机制来测试初始模型的有效性。从访谈、人工制品和素描中收集数据，然后进行主题分析。我们发现，生物学家解释了实体的具体活动和组织机制。此外，他们根据生物学和社会意义将解释与背景联系起来；将解释与方法、工具和测量相结合；并使用类比和叙事故事。派生的方法、类比、背景和主题如何影响我们最终的马赫机械解释模型的发展。未来的研究将检验马赫模型作为教学指导框架的潜力，以提高学生解释的质量。
This study used a literature review and interviews with practicing biologists to develop the MACH model, a Venn diagram of the components research scientists include when explaining molecular and cellular mechanisms. Seven biologists from different subdisciplines included research Methods, Analogy, Context, and How the mechanism works to explain the systems they investigate. Constructing explanations is an essential skill for all science learners. The goal of this project was to model the key components of expert explanation of molecular and cellular mechanisms. As such, we asked: What is an appropriate model of the components of explanation used by biology experts to explain molecular and cellular mechanisms? Do explanations made by experts from different biology subdisciplines at a university support the validity of this model? Guided by the modeling framework of R. S. Justi and J. K. Gilbert, the validity of an initial model was tested by asking seven biologists to explain a molecular mechanism of their choice. Data were collected from interviews, artifacts, and drawings, and then subjected to thematic analysis. We found that biologists explained the specific activities and organization of entities of the mechanism. In addition, they contextualized explanations according to their biological and social significance; integrated explanations with methods, instruments, and measurements; and used analogies and narrated stories. The derived methods, analogies, context, and how themes informed the development of our final MACH model of mechanistic explanations. Future research will test the potential of the MACH model as a guiding framework for instruction to enhance the quality of student explanations.
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DOI：
10.1007/s10763-009-9153-3
发表时间：
2009-10-01
影响因子：
2.2
作者：
Schonborn, Konrad J.;Boegeholz, Susanne
通讯作者：
Boegeholz, Susanne
影响因子：
3.7
作者：
Garvin-Doxas, Kathy;Klymkowsky, Michael W.
通讯作者：
Klymkowsky, Michael W.
影响因子：
4.6
作者：
GROSSLIGHT, L;UNGER, C;SMITH, CL
通讯作者：
SMITH, CL
影响因子：
2.3
作者：
Cardoso Mendonca, Paula Cristina;Justi, Rosaria
通讯作者：
Justi, Rosaria
影响因子：
56.9
作者：
ADLER, J
通讯作者：
ADLER, J