在中学教育中探索表观遗传学. 从化学角度的表示
Cristian Merino Rubilar1, Jaime Solís-Pinilla1, Ainoa Marzábal Blancafort2
1Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.
概括
这项研究表明,技术增强学习可以提高中学生对表观遗传学的理解. 视觉工具帮助学生构建更复杂的基因调节的化学和分子模型.
科学领域:
- 分子生物学分子生物学
- 化学教育 化学教育
- 科学教育科学教育教育.
背景情况:
- 表观遗传学是一个复杂的生物学领域.
- 中学学生经常在表观遗传学的抽象分子概念中扎.
- 了解表观遗传学需要整合化学和遗传原理.
研究的目的:
- 为了调查中学学生对表观遗传学的化学表述.
- 在学生对表观遗传学的理解中发现常见的误解.
- 评估技术干预对表观遗传学概念模型的影响.
主要方法:
- 在62名中学生身上使用混合方法方法.
- 测试前后测试评估了教学学习序列 (TLS) 后的理解.
- 技术干预包括用于分子过程的视频,模拟器和3D可视化器.
主要成果:
- 学生在表达表观遗传机制方面表现出显著的进展.
- 代表性从简单的描述演变为综合化学和分子模型.
- 学生在将化学概念与遗传调节联系起来方面有所提高,但抽象的分子过程仍然具有挑战性.
结论:
- 视觉驱动的教学增强了学生对复杂生物主题的心理模型.
- 先进的视觉工具和类比可以克服表观遗传学的学习障碍.
- 这种教学框架可以应用于中学教育中的其他抽象科学科目.
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