生物学图形构造能力模型 (GCCM-Bio):图形构造能力指导和评估的框架
Joel K Abraham1, Elizabeth Suazo-Flores2, Anupriya Karippadath3
1Department of Biological Science, California State University, Fullerton, Fullerton, California, United States.
Bioscience
|August 18, 2025
概括
学生们经常难以创建有效的生物图表. 本研究介绍了生物学图形构建能力模型 (GCCM-Bio),这是指导生物学图形构建和评估的框架.
科学领域:
- 生物教育教育 生物学教育
- 数据可视化 数据可视化
- 科学沟通科学沟通
背景情况:
- 在生物学中,有效的数据可视化对于分析和通信至关重要.
- 学生经常在构建准确和信息化的图表时遇到困难.
- 缺乏一个全面的框架,详细说明生物学的图形构造所需的知识和技能.
研究的目的:
- 开发生物学的图形构造能力模型 (GCCM-Bio).
- 建立一个框架,概述构建生物图表所必需的组件和活动.
- 为改善生物学图形构造指导和评估提供结构化的方法.
主要方法:
- 确定了四个关键的知识领域:数据选择,数据探索,图形组合和图形反射.
- 每个知识领域内的详细具体活动,用于绘制生物数据图形.
- 通过生物学和统计学教育的专家焦点小组来完善模型.
- 通过范围审查,与现有的图形文献对比验证活动.
主要成果:
- 开发的生物学图形构造能力模型 (GCCM-Bio) 涵盖了四个核心知识领域.
- 在数据选择,探索,汇集和反思的具体活动被确定和验证.
- 该模型提供了生物学中有效的图形构造所需的能力的详细细分.
结论:
- GCCM-Bio提供了一个结构化的框架,用于理解和教学生物学中的图形构造.
- 这个模型可以指导教育工作者,课程设计师和研究人员开发有针对性的教学和评估工具.
- 实施GCCM-Bio可以提高学生创建有效生物图表的能力,提高数据分析和沟通技巧.
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