微生物的力量:利用即兴微生物燃料电池 (IMFC) 作为跨学科的学习活动,教生物电
Dave Arthur R Robledo1, Lydia S Roleda1
1Department of Science Education, Br. Andrew Gonzalez FSC College of Education, De La Salle University, Manila, Philippines.
Journal of microbiology & biology education
|April 25, 2024
概括
一个即兴的微生物燃料电池 (iMFC) 活动有效地教授跨学科的生物电力概念,包括细胞呼吸和氧化还原反应. 这种实践方法显著提高了学生的学习成绩和参与科学教育的参与度.
科学领域:
- 生物电力,包括化学,物理和生物学.
- 研究膜运输机制和离子梯度的研究.
- 跨学科的科学教育挑战.
背景情况:
- 对于科学教师来说,教授生物电力等跨学科科目的教学是复杂的.
- 对于跨学科科学教育的教学材料的有限可用性.
- 需要创新活动来解决生物电力概念.
研究的目的:
- 开发一种即兴的微生物燃料电池 (iMFC) 作为另一种教学活动.
- 解决细胞呼吸,还原-氧化 (redox) 反应和发电的科学概念.
- 评估学生和教师对iMFC活动的学习成果和看法.
主要方法:
- 开发和实施即兴微生物燃料电池 (iMFC) 活动.
- 学生们设计,建造和测试他们的iMFC.
- 通过并行测试前/测试后测量的学习收益;通过调查和采访收集的感知.
主要成果:
- 学生在细胞呼吸,氧化还原反应和发电方面的学习收益显著改善 (p < 0.01).
- 正常化的增益为0.45 (细胞呼吸),0.50 (redox) 和0.39 (电力).
- 积极的教师和学生的看法出现,包括知识的获取,参与,满意度和负担能力.
结论:
- 该iMFC活动作为一个有效的教学材料,用于真正的跨学科生物电学学习.
- 该活动通过实践实验来增强对核心科学概念的理解.
- 建议进一步研究iMFC对学生动机,自我效能和参与度的影响.
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