使用系统建模来促进本科生理学学生的学习和难以理解的概念的保留
Michelle Pauley Murphy1, Woei Hung2
1Lake Region State College, Devils Lake, North Dakota, United States.
Advances in physiology education
|August 29, 2024
概括
与传统的书面讨论相比,视觉工具系统建模显著提高了学生对复杂生理学主题的理解,例如酸平衡. 这种认知方法可以提高在线解剖学和生理学课程的学习和记忆力.
科学领域:
- 生理学教育生理学教育
- 认知科学在学习学习中的作用
- 教育技术的教育技术.
背景情况:
- 像酸平衡这样的生理学概念对学生来说具有挑战性.
- 系统建模提供了一个用于可视化复杂问题的认知工具.
- 增强心理模型可以改善学习和记忆力.
研究的目的:
- 为了比较系统建模与学习生理学的书面讨论的有效性.
- 评估这些方法对在线解剖学和生理学II课程的学生表现的影响.
- 确定系统建模是否能提高对难以理解的生理学概念的理解.
主要方法:
- 一个在受试者中随机对照试验,涉及108名本科生.
- 系统建模 (M) 与书面讨论 (W) 活动在三个单元中的比较:内分泌,免疫和酸平衡.
- 通过单元考试和最终考试的标准化多选题来评估绩效.
主要成果:
- 对于内分泌单元的性能没有显著差异.
- 系统建模组在免疫 (MD = 0.209) 和酸平衡 (MD = 0.243) 单元考试中表现优于书面讨论组.
- 在最终考试中,模拟组在酸平衡含量上的表现提高了 (MD = 0.306),即使增加了难度.
结论:
- 系统建模活动显示了初步证据,可以增强学生对难以理解的生理学内容的学习.
- 改进的多选题表现表明更好的理解和记忆.
- 在系统建模指导学生可能是一个有价值的教学策略,生理学教育工作者.
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