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首页> 外文期刊>CBE Life Sciences Education >Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification
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Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification

机译：让生物学专业的本科生参与科学建模：群体互动，理性决策和合理性分析

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National calls for improving science education (e.g., Vision and Change) emphasize the need to learn disciplinary core ideas through scientific practices. To address this need, we engaged small groups of students in developing diagrammatic models within two (one large-enrollment and one medium-enrollment) undergraduate introductory biology courses. During these activities, students developed scientific models of biological phenomena such as enhanced growth in genetically modified fish. To investigate whether undergraduate students productively engaged in scientific practices during these modeling activities, we recorded groups of students as they developed models and examined three characteristics: how students 1) interacted with one another, 2) made sense of phenomena, and 3) justified their ideas. Our analysis indicates that students spent most of the time on task, developing and evaluating their models. Moreover, they worked cooperatively to make sense of core ideas and justified their ideas to one another throughout the activities. These results demonstrate that, when provided with the opportunity to develop models during class, students in large-enrollment lecture courses can productively engage in scientific practices. We discuss potential reasons for these outcomes and suggest areas of future research to continue advancing knowledge regarding engaging students in scientific practices in large-enrollment lecture courses.
机译：国家呼吁改善科学教育（例如，愿景与变革）强调必须通过科学实践来学习学科核心思想。为了满足这一需求，我们在两门（一门大招生和一门中等招生）本科生入门生物学课程中邀请小组学生开发图解模型。在这些活动中，学生开发了生物学现象的科学模型，例如转基因鱼的生长加快。为了调查在这些建模活动中本科生是否有效地从事科学实践，我们记录了学生在开发模型时的群体并检查了三个特征：学生1）如何彼此互动，2）理解现象以及3）证明他们的合理性想法。我们的分析表明，学生大部分时间都花在完成任务，开发和评估模型上。此外，他们在整个活动中通力合作以理解核心思想并相互证明其思想。这些结果表明，如果有机会在上课期间开发模型，参加大班授课的学生可以有效地从事科学实践。我们讨论了导致这些结果的潜在原因，并提出了未来研究的领域，以继续提高有关使学生参与大批课程的科学实践的知识。

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