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首页> 外文会议>International conference on education technology and computer >Bioinformatics Classroom in an Argumentative Context Understanding Students' Growth of Conceptual and Procedural Knowledge
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Bioinformatics Classroom in an Argumentative Context Understanding Students' Growth of Conceptual and Procedural Knowledge

机译：辩论环境中的生物信息学课堂，了解学生在概念和程序知识方面的成长

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Bioinformatics education faces great challenges due to its' cross-disciplinary nature.Undergraduate students' growth of conceptual and procedural knowledge about bioinformatics is often deterred by the traditional views of science learning that focus only on outcomes such as problem-solving, concept learning or science-process skills.In order to develop an appropriate learning environment, educators must take the role of evidence and justifications in scientific inquiry into consideration.Argumentation is an integral part of science and should be integrated into science education.The potential contributions from argumentation to bioinformatics classroom may include externalizing cognitive processes, developing critical thinking and supporting the development of epistemic criteria.This paper presents a new pedagogical framework through argumentative approaches for bioinformatics classroom, in which argumentation plays a central role in the building of explanations, models and theories.The design of argumentative learning environment focuses on building connections between domain-general supports for scientific reasoning and domain specific supports for rational and critical approaches related to scientific inquiry.
机译：生物信息学教育由于其跨学科的性质而面临着巨大的挑战。本科生对生物信息学的概念和程序知识的增长通常受到传统的科学学习观点的阻碍，这些观点只关注解决问题，概念学习或科学等成果过程技能。为了发展适当的学习环境，教育者必须在科学探究中考虑证据和证明的作用。论证是科学的有机组成部分，应纳入科学教育中。论证对生物信息学的潜在贡献课堂可能包括外在的认知过程，发展批判性思维和支持认知标准的发展。本文通过对生物信息学课堂的论证方法提出了一个新的教学框架，其中论证在解释，模型和理论的建立中起着核心作用。论证学习环境的设计重点在于建立领域通用支持科学推理与领域特定支持之间的联系，这些领域支持科学探究相关的理性和批判性方法。

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