Microbiology education最新文献_第5页

Learning support assessment study of a computer simulation for the development of microbial identification strategies. 微生物鉴定策略发展的计算机模拟学习支持评估研究。

Microbiology education Pub Date : 2001-05-01 DOI: 10.1128/JMBE.V2I1.60

T. Johnson, C. Gedney

{"title":"Learning support assessment study of a computer simulation for the development of microbial identification strategies.","authors":"T. Johnson, C. Gedney","doi":"10.1128/JMBE.V2I1.60","DOIUrl":"https://doi.org/10.1128/JMBE.V2I1.60","url":null,"abstract":"This paper describes a study that examined how microbiology students construct knowledge of bacterial identification while using a computer simulation. The purpose of this study was to understand how the simulation affects the cognitive processing of students during thinking, problem solving, and learning about bacterial identification and to determine how the simulation facilitates the learning of a domain-specific problem-solving strategy. As part of an upper-division microbiology course, five students participated in several simulation assignments. The data were collected using think-aloud protocol and video action logs as the students used the simulation. The analysis revealed two major themes that determined the performance of the students: Simulation Usage-how the students used the software features and Problem-Solving Strategy Development-the strategy level students started with and the skill level they achieved when they completed their use of the simulation. SEVERAL CONCLUSIONS EMERGED FROM THE ANALYSIS OF THE DATA: (i) The simulation affects various aspects of cognitive processing by creating an environment that makes it possible to practice the application of a problem-solving strategy. The simulation was used as an environment that allowed students to practice the cognitive skills required to solve an unknown. (ii) Identibacter (the computer simulation) may be considered to be a cognitive tool to facilitate the learning of a bacterial identification problem-solving strategy. (iii) The simulation characteristics did support student learning of a problem-solving strategy. (iv) Students demonstrated problem-solving strategy development specific to bacterial identification. (v) Participants demonstrated an improved performance from their repeated use of the simulation.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"2 1","pages":"18-24"},"PeriodicalIF":0.0,"publicationDate":"2001-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63825336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Problem-solving skills among precollege students in clinical immunology and microbiology: classifying strategies with a rubric and artificial neural network technology. 临床免疫学和微生物学学前学生的问题解决能力:分类策略与人工神经网络技术。

Microbiology education Pub Date : 2001-05-01 DOI: 10.1128/JMBE.V2I1.61

S. Kanowith-Klein, Mel Stave, R. Stevens, A. Casillas

{"title":"Problem-solving skills among precollege students in clinical immunology and microbiology: classifying strategies with a rubric and artificial neural network technology.","authors":"S. Kanowith-Klein, Mel Stave, R. Stevens, A. Casillas","doi":"10.1128/JMBE.V2I1.61","DOIUrl":"https://doi.org/10.1128/JMBE.V2I1.61","url":null,"abstract":"Educators emphasize the importance of problem solving that enables students to apply current knowledge and understanding in new ways to previously unencountered situations. Yet few methods are available to visualize and then assess such skills in a rapid and efficient way. Using a software system that can generate a picture (i.e., map) of students' strategies in solving problems, we investigated methods to classify problem-solving strategies of high school students who were studying infectious and noninfectious diseases. Using maps that indicated items students accessed to solve a software simulation as well as the sequence in which items were accessed, we developed a rubric to score the quality of the student performances and also applied artificial neural network technology to cluster student performances into groups of related strategies. Furthermore, we established that a relationship existed between the rubric and neural network results, suggesting that the quality of a problem-solving strategy could be predicted from the cluster of performances in which it was assigned by the network. Using artificial neural networks to assess students' problem-solving strategies has the potential to permit the investigation of the problem-solving performances of hundreds of students at a time and provide teachers with a valuable intervention tool capable of identifying content areas in which students have specific misunderstandings, gaps in learning, or misconceptions.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"2 1","pages":"25-33"},"PeriodicalIF":0.0,"publicationDate":"2001-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63825444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Using the theory of planned behavior as a framework for the evaluation of a professional development workshop. 运用计划行为理论作为专业发展工作坊评估的框架。

Microbiology education Pub Date : 2001-05-01 DOI: 10.1128/me.2.1.34-41.2001

R R Patterson

{"title":"Using the theory of planned behavior as a framework for the evaluation of a professional development workshop.","authors":"R R Patterson","doi":"10.1128/me.2.1.34-41.2001","DOIUrl":"https://doi.org/10.1128/me.2.1.34-41.2001","url":null,"abstract":"This purpose of this study was to use a theoretical framework based on several decades of attitudinal research to assess the intentions of Microbial Discovery Workshop participants to incorporate the inquiry activities presented at the workshop into their curricula, to evaluate the participants actual use of these activities after the workshop, and to uncover the barriers and enablers the participants faced in doing so. As a framework, the theory of planned behavior was ascertained to be an appropriate means of assessment and it was revealed that participants' intention to use the workshop activities significantly correlated with their actual use. The participants' attitudes toward using the activities influenced their use more than the participants' perceptions of the social pressures that would influence their decision to use the activities or their belief as to how easy or difficult it would be to incorporate a given activity. The participants were found to be highly self-efficacious pertaining to their ability to implement the activities, but perceived self-efficacy was not a significant predictor of the participants' intentions to incorporate the activities into their teaching-learning repertoire. The study also uncovered other behaviors the participants displayed as a result of attending the workshop consistent with the goals and objectives of the workshop organizers.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"2 ","pages":"34-41"},"PeriodicalIF":0.0,"publicationDate":"2001-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633115/pdf/jmbe-2-1-34.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31414862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20

Using computer technology to foster learning for understanding. 利用计算机技术促进理解学习。

Microbiology education Pub Date : 2000-05-01 DOI: 10.1128/me.1.1.7-13.2000

E VAN Melle, L Tomalty

{"title":"Using computer technology to foster learning for understanding.","authors":"E VAN Melle, L Tomalty","doi":"10.1128/me.1.1.7-13.2000","DOIUrl":"https://doi.org/10.1128/me.1.1.7-13.2000","url":null,"abstract":"The literature shows that students typically use either a surface approach to learning, in which the emphasis is on memorization of facts, or a deep approach to learning, in which learning for understanding is the primary focus. This paper describes how computer technology, specifically the use of a multimedia CD-ROM, was integrated into a microbiology curriculum as part of the transition from focusing on facts to fostering learning for understanding. Evaluation of the changes in approaches to learning over the course of the term showed a statistically significant shift in a deep approach to learning, as measured by the Study Process Questionnaire. Additional data collected showed that the use of computer technology supported this shift by providing students with the opportunity to apply what they had learned in class to order tests and interpret the test results in relation to specific patient-focused case studies. The extent of the impact, however, varied among different groups of students in the class. For example, students who were recent high school graduates did not show a statistically significant increase in deep learning scores over the course of the term and did not perform as well in the course. The results also showed that a surface approach to learning was an important aspect of learning for understanding, although only those students who were able to combine a surface with a deep approach to learning were successfully able to learn for understanding. Implications of this finding for the future use of computer technology and learning for understanding are considered.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"1 ","pages":"7-13"},"PeriodicalIF":0.0,"publicationDate":"2000-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633098/pdf/jmbe-1-1-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31413886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

A Genetics Laboratory Module Involving Selection and Identification of Lysine Synthesis Mutants in the Yeast Saccharomyces cerevisiae. 涉及酵母赖氨酸合成突变体的选择和鉴定的遗传学实验室模块。

Microbiology education Pub Date : 2000-05-01 DOI: 10.1128/me.1.1.26-30.2000

J B Keeney, R Reed

引用次数: 2

An evaluation of computer-based instruction in microbiology. 微生物学计算机教学的评价。

Microbiology education Pub Date : 2000-05-01 DOI: 10.1128/me.1.1.14-19.2000

S M Merkel, L B Walman, J S Leventhal

引用次数: 0

Teaching emerging diseases: a strategy for succeeding with nonmajors. 新发疾病教学:非专业教学的成功策略。

Microbiology education Pub Date : 2000-05-01 DOI: 10.1128/me.1.1.20-25.2000

M F Fass

引用次数: 4

An evaluation of computer-based instruction in microbiology. 微生物学计算机教学的评价。

Microbiology education Pub Date : 2000-05-01 DOI: 10.1128/154288100X14285805487315

S. Merkel, L. B. Walman, J. Leventhal

引用次数: 5

Transforming a sequence of microbiology courses using student profile data. 利用学生档案资料转换微生物学课程序列。

Microbiology education Pub Date : 2000-05-01 DOI: 10.1128/154288100X14285805455897

R. Buxeda, D. A. Moore

{"title":"Transforming a sequence of microbiology courses using student profile data.","authors":"R. Buxeda, D. A. Moore","doi":"10.1128/154288100X14285805455897","DOIUrl":"https://doi.org/10.1128/154288100X14285805455897","url":null,"abstract":"A study was performed in the General Microbiology and Industrial Microbiology courses to increase research awareness at an early stage of the educational process and to establish collaboration between students in an Industrial Microbiology program and industry. In both courses, the professor helped students determine their learning styles and then used these data to design activities in order to accomplish the above objectives. In both the treatment and the control sections, students learned about strategies to optimize learning based on their learning styles. A cooperative learning format was introduced to promote active learning and team-building skills. The diverse learning styles data profile was used by students during cooperative learning activities for effective team integration. In the General Microbiology course, a mentor-mentee structure was introduced to expose students to research in microbiology by visiting research facilities on campus. This structure was an addition to the regular curriculum, which meets American Society for Microbiology curriculum recommendations. The results suggest an increase in interest in research by students. In the Industrial Microbiology course, a strategy was introduced to establish collaboration with industry in which students visit the workplace and identify microbial processes, microbiologist roles, and skills needed by microbiologists. Evaluation of these topics using pre- and posttest data indicates a significant increase in acquired knowledge relevant to daily workplace environments with the reformed course. In both courses, students gain information early in their academic experience to help them consider participation in research experiences while providing them with real-world experience toward the end of their academic careers, when they see the need for it.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"1 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2000-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1128/154288100X14285805455897","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63765960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Transforming a sequence of microbiology courses using student profile data. 利用学生档案资料转换微生物学课程序列。

Microbiology education Pub Date : 2000-05-01 DOI: 10.1128/me.1.1.1-6.2000

R J Buxeda, D A Moore

{"title":"Transforming a sequence of microbiology courses using student profile data.","authors":"R J Buxeda, D A Moore","doi":"10.1128/me.1.1.1-6.2000","DOIUrl":"https://doi.org/10.1128/me.1.1.1-6.2000","url":null,"abstract":"A study was performed in the General Microbiology and Industrial Microbiology courses to increase research awareness at an early stage of the educational process and to establish collaboration between students in an Industrial Microbiology program and industry. In both courses, the professor helped students determine their learning styles and then used these data to design activities in order to accomplish the above objectives. In both the treatment and the control sections, students learned about strategies to optimize learning based on their learning styles. A cooperative learning format was introduced to promote active learning and team-building skills. The diverse learning styles data profile was used by students during cooperative learning activities for effective team integration. In the General Microbiology course, a mentor-mentee structure was introduced to expose students to research in microbiology by visiting research facilities on campus. This structure was an addition to the regular curriculum, which meets American Society for Microbiology curriculum recommendations. The results suggest an increase in interest in research by students. In the Industrial Microbiology course, a strategy was introduced to establish collaboration with industry in which students visit the workplace and identify microbial processes, microbiologist roles, and skills needed by microbiologists. Evaluation of these topics using pre- and posttest data indicates a significant increase in acquired knowledge relevant to daily workplace environments with the reformed course. In both courses, students gain information early in their academic experience to help them consider participation in research experiences while providing them with real-world experience toward the end of their academic careers, when they see the need for it.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"1 ","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2000-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633097/pdf/jmbe-1-1-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31413885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0