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首页> 美国卫生研究院文献>Journal of Microbiology Biology Education >Manipulatives-Based Laboratory for Majors Biology – a Hands-On Approach to Understanding Respiration and Photosynthesis
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Manipulatives-Based Laboratory for Majors Biology – a Hands-On Approach to Understanding Respiration and Photosynthesis

机译：基于操作性的专业生物学实验室–一种了解呼吸和光合作用的动手方法

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The first course in our year-long introductory series for Biology majors encompasses four learning units: biological molecules and cells, metabolism, genetics, and evolution. Of these, the metabolism unit, which includes respiration and photosynthesis, has shown the lowest student exam scores, least interest, and lowest laboratory ratings. Consequently, we hypothesized that modeling metabolic processes in the laboratory would improve student content learning during this course unit. Specifically, we developed manipulatives-based laboratory exercises that combined paper cutouts, movable blocks, and large diagrams of the cell. In particular, our novel use of connecting LEGO blocks allowed students to move model electrons and phosphates between molecules and within defined spaces of the cell. We assessed student learning using both formal (content indicators and attitude surveys) and informal (the identification of misconceptions or discussions with students) approaches. On the metabolism unit content exam, student performance improved by 46% over pretest scores and by the end of the course, the majority of students rated metabolism as their most-improved (43%) and favorite (33%) subject as compared with other unit topics. The majority of students rated manipulatives-based labs as very helpful, as compared to non-manipulatives-based labs. In this report, we will demonstrate that students made learning gains across all content areas, but most notably in the unit that covered respiration and photosynthesis.
机译：在为期一年的生物学专业入门系列中的第一门课程包含四个学习单元：生物分子和细胞，代谢，遗传学和进化。其中，包括呼吸和光合作用在内的新陈代谢单元显示出最低的学生考试成绩，最低的兴趣和最低的实验室评级。因此，我们假设在实验室中对代谢过程进行建模将改善此课程单元中的学生内容学习。具体来说，我们开发了基于操纵的实验室练习，该练习结合了纸质剪裁，可移动块和单元的大图。特别是，我们使用新颖的连接乐高积木的方法，使学生可以在分子之间以及细胞的特定空间内移动模型电子和磷酸盐。我们使用正式（内容指标和态度调查）和非正式（识别误解或与学生的讨论）方法评估学生的学习情况。在新陈代谢单元内容考试中，学生的表现比预测成绩提高了46％，并且到课程结束时，大多数学生将新陈代谢评为最进步的课程（43％）和最喜欢的课程（33％）单元主题。与基于非操作的实验室相比，大多数学生认为基于操作的实验室非常有帮助。在这份报告中，我们将证明学生在所有内容领域都取得了学习成就，但最显着的是在涉及呼吸和光合作用的单元中。

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