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Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

机译：科学教育的步伐：为学生做好细胞生物学的三维素养的准备

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The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students’ learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employed realistic renderings, using computer-generated Protein Data Bank (PDB) structures; realistic-schematic renderings, using shapes inspired by PDB structures; or schematic renderings, using simple geometric shapes to represent cellular components. The control group received a list of keywords. When students were asked to draw and describe the process in their own style and to reply to multiple-choice questions, the three iconographic approaches equally improved the overall outcome of the tests (relative to keywords). Students found the three approaches equally useful but, when asked to select a preferred style, they largely favored a realistic-schematic style. When students were asked to annotate “raw” realistic images, both keywords and schematic representations failed to prepare them for this task. We conclude that supplementary images facilitate the comprehension process and despite their visual clutter, realistic representations do not hinder learning in an introductory course.
机译：大量实验确定的分子结构导致了生命科学中新符号系统的发展，并越来越多地使用精确的分子表示法。为了确定这种变化如何影响学生的学习，我们将图像测试纳入了我们的细胞生物学入门课程。几组学生使用一个单独的文本来处理信号转导，并补充了三种图像风格之一的图像。通常，我们使用计算机生成的蛋白质数据库（PDB）结构进行逼真的渲染;使用受PDB结构启发的形状进行逼真的示意图渲染;或示意图绘制，使用简单的几何形状来表示细胞成分。对照组收到了关键字列表。当要求学生以自己的风格绘制和描述过程并回答多项选择题时，这三种图像方法同样提高了测试的整体结果（相对于关键字）。学生发现这三种方法同样有用，但是当被要求选择一种首选样式时，他们在很大程度上偏爱写实式的样式。当要求学生注释“原始”逼真的图像时，关键字和示意图都无法为其做好准备。我们得出结论，补充图像有助于理解过程，尽管存在视觉混乱，但逼真的表示形式不会妨碍入门课程中的学习。

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