在化学和生物学课程中检查和支持机制解释
Megan Shiroda1, Clare G-C Franovic2, Joelyn de Lima3,4
1Department of Biochemistry and Molecular Biology, Michigan State University, 603 Wilson Road, East Lansing, Michigan 48824.
CBE life sciences education
|August 22, 2024
概括
学生可以使用因果机械推理来解释复杂的科学. 完整的机械解释在入门化学中最低,但随着规模的增加和生物化学等高级课程的改进而得到改善.
科学领域:
- 跨学科的科学教育研究.
- 本科化学和生物学教育的教育.
- 科学的推理和解释.
背景情况:
- 因果机制推理通过将核心科学思想联系起来,帮助解释复杂的现象.
- 这种推理包括识别实体,属性,相互作用,并构建层次解释.
- 本科科学课程往往分别强调核心思想,阻碍了整合的机械学理解.
研究的目的:
- 在分子,宏分子和细胞尺度上设计支架任务,促进嵌套的机械解释.
- 调查机械解释结构在不同本科生物学和化学课程中如何变化.
- 检查不同尺度上的机械解释构造之间的关系.
主要方法:
- 开发了需要综合生物学和化学知识的脚手架任务.
- 收集和分析了来自七个本科课程的学生生成的机械解释.
- 在分子,宏分子和细胞尺度上评估完整性 (非,部分,完整) 的解释.
主要成果:
- 在所有课程和尺度中都存在非,部分和完整的机制解释.
- 完整的机械解释结构在入门化学中最低,在生物学/有机化学中类似,在生物化学中最高.
- 较小规模的机械解释结构与较大规模的结构相关,但分子规模的使用不能完全预测细胞规模的解释.
结论:
- 架构任务可以支持跨学科的层次机制解释的发展.
- 学生构建完整机械解释的能力因课程水平和学科而异.
- 虽然小规模的推理支持大规模的解释,但所有规模的掌握都需要有针对性的指令.
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