Variations in Student Approaches to Problem Solving in Undergraduate Biology Education.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Jeremy L Hsu, Rou-Jia Sung, Su L Swarat, Alexandra J Gore, Stephanie Kim, Stanley M Lo
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Abstract

Existing research has investigated student problem-solving strategies across science, technology, engineering, and mathematics; however, there is limited work in undergraduate biology education on how various aspects that influence learning combine to generate holistic approaches to problem solving. Through the lens of situated cognition, we consider problem solving as a learning phenomenon that involves the interactions between internal cognition of the learner and the external learning environment. Using phenomenography as a methodology, we investigated undergraduate student approaches to problem solving in biology through interviews. We identified five aspects of problem solving (including knowledge, strategy, intention, metacognition, and mindset) that define three qualitatively different approaches to problem solving; each approach is distinguishable by variations across the aspects. Variations in the knowledge and strategy aspects largely aligned with previous work on how the use or avoidance of biological knowledge informed both concept-based and nonconcept-based strategies. Variations in the other aspects revealed intentions spanning complete disengagement to deep interest with the course material, different degrees of metacognitive reflections, and a continuum of fixed to growth mindsets. We discuss implications for how these characterizations can improve instruction and efforts to support development of problem-solving skills.

本科生物教育中学生解决问题方法的差异。
现有的研究已经对科学、技术、工程和数学领域的学生解决问题的策略进行了调查;然而,在本科生物教育中,关于影响学习的各个方面如何结合起来产生解决问题的整体方法的研究还很有限。通过情景认知的视角,我们将问题解决视为一种涉及学习者内部认知与外部学习环境之间相互作用的学习现象。我们以现象学为方法,通过访谈调查了本科生解决问题的生物方法。我们确定了问题解决的五个方面(包括知识、策略、意图、元认知和心态),这五个方面定义了解决问题的三种质的不同方法;每种方法都可通过各方面的变化加以区分。知识和策略方面的变化在很大程度上与之前的研究结果一致,即生物知识的使用或回避如何影响基于概念和非基于概念的策略。其他方面的变化揭示了从完全脱离课程材料到对课程材料产生浓厚兴趣的各种意图、不同程度的元认知反思以及从固定心态到成长心态的连续统一体。我们讨论了这些特征对改进教学和支持发展解决问题技能的影响。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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