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Bioinformatics in the secondary science classroom: A study of state content standards and students' perceptions of, and performance in, bioinformatics lessons.

机译：中学科学课堂中的生物信息学：研究州内容标准以及学生对生物信息学课程的理解和表现。

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摘要

The proliferation of bioinformatics in modern Biology marks a new revolution in science, which promises to influence science education at all levels. This thesis examined state standards for content that articulated bioinformatics, and explored secondary students' affective and cognitive perceptions of, and performance in, a bioinformatics mini-unit. The results are presented as three studies.;The first study analyzed secondary science standards of 49 U.S States (Iowa has no science framework) and the District of Columbia for content related to bioinformatics at the introductory high school biology level. The bionformatics content of each state's Biology standards were categorized into nine areas and the prevalence of each area documented. The nine areas were: The Human Genome Project, Forensics, Evolution, Classification, Nucleotide Variations, Medicine, Computer Use, Agriculture/Food Technology, and Science Technology and Society/Socioscientific Issues (STS/SSI). Findings indicated a generally low representation of bioinformatics related content, which varied substantially across the different areas. Recommendations are made for reworking existing standards to incorporate bioinformatics and to facilitate the goal of promoting science literacy in this emerging new field among secondary school students.;The second study examined thirty-two students' affective responses to, and content mastery of, a two-week bioinformatics mini-unit. The findings indicate that the students generally were positive relative to their interest level, the usefulness of the lessons, the difficulty level of the lessons, likeliness to engage in additional bioinformatics, and were overall successful on the assessments. A discussion of the results and significance is followed by suggestions for future research and implementation for transferability.;The third study presents a case study of individual differences among ten secondary school students, whose cognitive and affective percepts were analyzed in relation to their experience in learning a bioinformatics mini-unit. There were distinct individual differences among the participants, especially in the way they processed information and integrated procedural and analytical thought during bioinformatics learning. These differences may provide insights into some of the specific needs of students that educators and curriculum designers should consider when designing bioinformatics learning experiences. Implications for teacher education and curriculum design are presented in addition to some suggestions for further research.
机译：现代生物学中生物信息学的激增标志着科学的新革命，有望在各个层面上影响科学教育。本文研究了明确表达生物信息学内容的国家标准，并探讨了中学生对生物信息学微型单元的情感和认知理解以及表现。结果以三项研究的形式呈现。第一项研究分析了美国49个州（爱荷华州没有科学框架）和哥伦比亚特区的中学科学入门级中学生物学水平与生物信息学相关的内容。每个州生物学标准的仿生学内容分为九个领域，并记录了每个领域的流行情况。九个领域是：人类基因组计划，法医学，进化，分类，核苷酸变异，医学，计算机使用，农业/食品技术以及科学技术与社会/社会科学问题（STS / SSI）。调查结果表明，与生物信息学相关的内容普遍偏低，在不同领域之间差异很大。提出了一些建议，以修改现有标准以纳入生物信息学，并促进在中学生这一新兴领域中促进科学素养的目标。第二项研究考察了32名学生对两种语言的情感反应和对内容的掌握程度周生物信息学迷你单元。调查结果表明，相对于他们的兴趣水平，课程的有用性，课程的难度水平，参与其他生物信息学的可能性，这些学生通常是积极的，并且在评估中总体上是成功的。对结果和意义进行了讨论，并提出了进一步研究和实施可转移性的建议。；第三项研究是对十名中学生的个体差异进行个案研究，对他们的认知和情感感知与他们的学习经历进行了分析。生物信息学迷你单元。参与者之间存在明显的个体差异，特别是在生物信息学学习过程中他们处理信息以及整合过程和分析思维的方式上。这些差异可以提供对学生的某些特定需求的见解，教育工作者和课程设计者在设计生物信息学学习体验时应考虑这些需求。除了一些进一步研究的建议外，还提出了对教师教育和课程设计的影响。

著录项

  • 作者

    Wefer, Stephen H.;

  • 作者单位

    Columbia University.;

  • 授予单位 Columbia University.;
  • 学科 Education Secondary.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 189 p.
  • 总页数 189
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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