What a Difference in Pressure Makes! A Framework Describing Undergraduate Students' Reasoning about Bulk Flow Down Pressure Gradients.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Jennifer H Doherty, Emily E Scott, Jack A Cerchiara, Lauren N Jescovitch, Jenny L McFarland, Kevin C Haudek, Mary Pat Wenderoth
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Abstract

Pressure gradients serve as the key driving force for the bulk flow of fluids in biology (e.g., blood, air, phloem sap). However, students often struggle to understand the mechanism that causes these fluids to flow. To investigate student reasoning about bulk flow, we collected students' written responses to assessment items and interviewed students about their bulk flow ideas. From these data, we constructed a bulk flow pressure gradient reasoning framework that describes the different patterns in reasoning that students express about what causes fluids to flow and ordered those patterns into sequential levels from more informal ways of reasoning to more scientific, mechanistic ways of reasoning. We obtained validity evidence for this bulk flow pressure gradient reasoning framework by collecting and analyzing written responses from a national sample of undergraduate biology and allied health majors from 11 courses at five institutions. Instructors can use the bulk flow pressure gradient reasoning framework and assessment items to inform their instruction of this topic and formatively assess their students' progress toward more scientific, mechanistic ways of reasoning about this important physiological concept.

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压力的差别有多大?描述本科生对体积流下压力梯度推理的框架。
压力梯度是生物体内液体(如血液、空气、韧皮部汁液)大量流动的主要驱动力。然而,学生往往难以理解导致这些流体流动的机制。为了研究学生对体液流动的推理,我们收集了学生对评估项目的书面回答,并就他们的体液流动想法对学生进行了访谈。根据这些数据,我们构建了一个体液流动压力梯度推理框架,描述了学生对流体流动的原因所表达的不同推理模式,并将这些模式按从较非正式的推理方式到较科学的机械推理方式的顺序排列。我们通过收集和分析来自全国五所院校 11 门课程的生物和联合健康专业本科生样本的书面回答,获得了该体液流动压力梯度推理框架的有效性证据。教师可以使用体流压力梯度推理框架和评估项目来指导本课题的教学,并对学生在这一重要生理概念的推理过程中向更科学、更机械的方式迈进的情况进行形成性评估。
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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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