看到看不见的:对教育中的生化过程的表示方法的比较研究
Hana Pokojná1, Barbora Kozlíková1, Drew Berry2
1Department of Visual Computing, Masaryk University, Brno, Czech Republic.
PloS one
|November 6, 2023
概括
测试了不同的腺三酸盐 (ATP) 合成表征的教育有效性. 专家更喜欢讲述的视频,而非专家更喜欢详细的静态图像来学习ATP合成.
科学领域:
- 生物化学教育的教育.
- 分子生物学可视化可视化
- 科学传播是科学传播.
背景情况:
- 生物化学过程的有效可视化,如腺三酸盐 (ATP) 合成,对于学习至关重要.
- 平衡视觉元素与描述性内容是教育工具的关键.
- 了解不同表示格式如何影响学习至关重要.
研究的目的:
- 为了比较五种不同的腺三酸盐 (ATP) 合成表征的教育有效性.
- 调查非专家和专家受众对这些表示的看法.
- 确定教学复杂生化途径的最佳方法.
主要方法:
- 设计了ATP合成的五种独特表示:详细的静态插图,抽象插图,带叙述的连续视频,没有叙述的连续视频和组合动态插图.
- 使用非专家 (随机分配一个格式) 和专家 (比较所有五种格式) 进行评估的表示.
- 组织了一个重点小组,探讨评估结果背后的推理.
主要成果:
- 非专家更喜欢详细的静态表示,并发现叙述的视频是最不有用的.
- 专家们倾向于讲述视频作为最有效的学习工具.
- 焦点小组讨论提供了关于专家和非专家组之间的不同偏好的见解.
结论:
- 学习生物化学过程 (如ATP合成) 的最佳表征在专家和非专家学习者之间有所不同.
- 静态的,详细的插图对于新手来说可能更容易获得,而动态的,叙述的内容适合专家.
- 未来的教育设计在选择复杂生物过程的可视化格式时应考虑受众的专业知识.
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