Classroom as Genome: Using the Tools of Genomics and Bioinformatics to Illuminate Classroom Observation Data
Classroom as Genome: Using the Tools of Genomics and Bioinformatics to Illuminate Classroom Observation Data
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DOI：
10.1187/cbe.18-07-0116
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发表时间：
2019-03-01
影响因子：
3.7
通讯作者：
Stains, Marilyne
中科院分区：
文献类型：
--
作者：
Erdmann, Robert M.;Stains, Marilyne
课堂观察协议可以提供极其丰富的数据形式。然而，这是一把双刃剑，因为研究人员常常难以充分利用详细的数据输出。在本文中，我们介绍了一种分析课堂观察数据的新方法，称为“课堂作为基因组”（CAG）。我们说明了实时课堂观察数据和基因组数据如何在概念上和下游分析方面被视为非常相似。我们提供了抽象和具体的例子，说明如何将基因组学和生物信息学工具应用于课堂观察输出。我们还展示了这种分析原理如何将来自多个观察协议的信息分层到同一教室数据上。 CAG 方法使生物教育研究人员能够以高度可扩展的方式探索观察教室中的详细模式。
Classroom observation protocols can provide an exceedingly rich form of data. However, this is a double-edged sword, as researchers often struggle to take full advantage of the detailed data outputs. In this essay, we introduce a new approach to the analysis of classroom observation data, termed "classroom as genome" (CAG). We illustrate how real-time classroom observation data and genomic data can be viewed as quite analogous, both conceptually and in terms of downstream analysis. We provide both abstract and concrete examples of how the tools of genomics and bioinformatics can be applied to classroom observation outputs. We also show how this philosophy of analysis allows for the layering of information from multiple observation protocols onto the same classroom data. The CAG approach enables biology education researchers to explore detailed patterns within observed classrooms in a highly scalable manner.