学生对在生物学入门实验课程中转移定量推理的支持和障碍的看法。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Joelle Prate, Jeremy L Hsu
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引用次数: 0

摘要

定量推理是生物学中的一项关键技能,被《愿景与变革》强调为一项核心能力。尽管数学很重要,但学生们常常很难将数学技能应用到生物学的新环境中,这一过程被称为知识转移。然而,学生对这一过程的支持和障碍仍然不清楚。为了进一步探讨这一点,我们采访了生物学入门实验课程的本科生,了解他们如何理解和报告这些课程中定量技能的转移。然后,我们将这些主题应用到后退、翻译和扩展(SBTE)框架中,以检查学生对知识转移的支持和障碍的看法。学生们报告在转学过程的每个阶段都有不同的支持和障碍。在该框架的第一步,即认识水平,学生报告了对以前化学、统计学和物理学习的反思,作为表明转学机会的有用线索。然而,其他人报告说,他们认为数学和科学是独立的学科,没有重叠,导致他们对可转移知识的认识脱节。在框架的第二个层次,学生回忆以前的学习。学生们报告说,重复和对科学和数学的积极倾向是支持因素。相反,初始学习和新环境之间的时间间隔以及消极倾向会阻碍记忆能力。SBTE框架的最后一层侧重于应用程序。学生们报告说,当他们能够将自己的应用技能与“现实世界”的应用、外部激励因素和未来的职业目标联系起来时,他们能够更好地将以前的学习应用到生物实验室的新环境中。这些学生还报告说,他们积极寻求外部资源来填补他们理解上的空白。在实验室环境中生成数据也被学生提到,当他们对自己的答案有信心时,这是应用的支持因素,当他们不确定其准确性时,这是应用的障碍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student perceptions of supports and barriers for transferring quantitative reasoning in introductory biology lab courses.

Quantitative reasoning is a critical skill in biology and has been highlighted as a core competency by Vision and Change. Despite its importance, students often struggle to apply mathematical skills in new contexts in biology, a process called transfer of knowledge. However, the supports and barriers that students perceive for this process remain unclear. To explore this further, we interviewed undergraduate students in an introductory biology lab course about how they understand and report the transfer of quantitative skills in these courses. We then applied these themes to the Step Back, Translate, and Extend (SBTE) framework to examine student perceptions of the supports and barriers to their knowledge transfer. Students reported different supports and barriers at each level of the transfer process. At the first step of the framework, the recognition level, students reported reflecting on previous chemistry, statistics, and physics learning as helpful cues to indicate a transfer opportunity. Others, however, reported perceiving math and science as separate subjects without overlap, causing a disconnect in their recognition of transferable knowledge. In the second level of the framework, students recall previous learning. Students reported repetition and positive dispositions toward science and math as supportive factors. In contrast, gaps of time between initial learning and new contexts and negative dispositions hindered recall ability. The final level of the SBTE framework focuses on application. Students reported being better able to apply previous learning to new contexts in the biology lab when they could relate their applied skills to "real-world" applications, external motivating factors, and future career goals. These students also reported proactively seeking outside resources to fill gaps in their understanding. Generating data in a lab setting was also mentioned by students as both a supportive factor of application when they felt confident in their answers and a hindrance to application when they felt unsure about its accuracy.

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来源期刊
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.00
自引率
26.30%
发文量
95
审稿时长
22 weeks
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