Systems Modelling and the Development of Coherent Understanding of Cell Biology
Systems Modelling and the Development of Coherent Understanding of Cell Biology
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系统建模和细胞生物学连贯理解的发展
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
K. Boersma
中科院分区：
文献类型：
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作者：
R. Verhoeff;A. J. Waarlo;K. Boersma
本文报道了一项关于高中细胞生物学教学策略的教育设计研究，将系统建模作为一种关键能力。该策略包括四个建模阶段，学生随后建立自由活细胞模型，一个一般的二维细胞模型，一个三维植物细胞模型，最后他们通过将生命现象建模为一个层次系统模型来进行形式思维。这一策略经过了几个研究周期的思考、阐述和课堂测试。在整个实地测试过程中，研究数据是通过课堂观察、访谈、录音讨论、完成的工作表、书面测试和问卷调查等方式收集的。对研究成果的反思最终形成了学习和教学策略的重塑和形式化，在此提出。结果表明，虽然在元认知层面获得系统思维能力需要付出更多的努力，但我们的策略有助于提高学习效果；也就是说，获得对细胞生物学的连贯概念理解和获得初始系统思维能力，建模是关键活动。
This article reports on educational design research concerning a learning and teaching strategy for cell biology in upper‐secondary education introducing systems modelling as a key competence. The strategy consists of four modelling phases in which students subsequently develop models of free‐living cells, a general two‐dimensional model of cells, a three‐dimensional model of plant cells, and finally they are engaged in formal thinking by modelling life phenomena to a hierarchical systems model. The strategy was thought out, elaborated, and tested in classrooms in several research cycles. Throughout the field‐tests, research data were collected by means of classroom observations, interviews, audio‐taped discussions, completed worksheets, written tests, and questionnaires. Reflection on the research findings eventuated in reshaping and formalizing the learning and teaching strategy, which is presented here. The results show that although acquiring systems thinking competence at the metacognitive level needs more effort, our strategy contributed to improving learning outcomes; that is, acquisition of a coherent conceptual understanding of cell biology and acquisition of initial systems thinking competence, with modelling being the key activity.