Models and Modeling Behavior: A Look at the Critical Thinking Skills of Biology Majors
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This paper describes the types of models that biology majors use and how they go about making their models in learning key concepts in biology such as the cell membrane, cytoskeleton and cell structure. Initially, a total of 44 biology students from all year levels enrolled in the second semester of calendar year 2008-2009 were asked to make their respective models of the cell membrane, cytoskeleton and cell structure. They were also asked to answer an open-ended questionnaire. Of the 44, only 20 (five from each year level) were randomly selected for a oneon-one interview. Results showed that the student-generated models from all year levels were mostly analogies, some textbook definitions and occasional drawings. In making their model, students first read the text; second, outline similarities in structure and function or both; and third, make the model. Data suggest that models are good diagnostic tools for identifying critical thinking skills of students. In this case, students mostly demonstrate the ability to recognize similarities in structure and function between the concept and their model. Some senior students demonstrated integration and reflective thinking in making their models. Thus, more opportunities for studentgenerated models must be available if students were to develop integration and reflective thinking in their models.
Abstract
This paper describes the types of models that biology majors use and how they go about making their models in learning key concepts in biology such as the cell membrane, cytoskeleton and cell structure. Initially, a total of 44 biology students from all year levels enrolled in the second semester of calendar year 2008-2009 were asked to make their respective models of the cell membrane, cytoskeleton and cell structure. They were also asked to answer an open-ended questionnaire. Of the 44, only 20 (five from each year level) were randomly selected for a oneon-one interview. Results showed that the student-generated models from all year levels were mostly analogies, some textbook definitions and occasional drawings. In making their model, students first read the text; second, outline similarities in structure and function or both; and third, make the model. Data suggest that models are good diagnostic tools for identifying critical thinking skills of students. In this case, students mostly demonstrate the ability to recognize similarities in structure and function between the concept and their model. Some senior students demonstrated integration and reflective thinking in making their models. Thus, more opportunities for studentgenerated models must be available if students were to develop integration and reflective thinking in their models.
참고문헌 (12)
- Chang, S., "Externalizing students' mental models through concept maps", Journal of Biology Education, 41(3), pp.107~112 (2007)
- Coll, R., "Learners' use of analogy and alternative conceptions for chemical bonding: A Cross-age study", Australian Science Teacher Journal, 48(1), pp.24~32 (2002)
- Erduran, S, "Interdisciplinary characterization of models and the nature of chemical knowledge in the classroom", Studies in Science Education, 40, pp.105~138 (2004)
- Fisher, A., "Critical Thinking an Introduction", pp.2~8 (2001), Cambridge University Press
- Flavia, P, "Teachers'role in planning and conducting modeling activities in science teaching", Journal of Science Education, 8(2), pp.66~69 (2007)
- Gilbert, J., "Learning science through models and modeling, In The International Handbook of Science Education", pp.53~66 (1998)
- Harrison, A G, "Modeling in science lessons: Are there better ways to learn with models?", School Science and Mathematics, 98(8), pp.420~429 (1998)
- Hitt, A., "Models that work", The Science Teacher, 71(3), pp.29~31 (2004)
- Hodgson, T., "Looking back in mathematical modeling: Classroom observations and Instructional strategies", School Science and Mathematics, 97(5), pp.260~267 (1997)
- Rebich, S, "Concept mapping to reveal prior knowledge and conceptual change in a mock summit course on global climate change", Journal of Geoscience Education, 53(4), pp.39~43 (2005)
- Saiki, D., "Models enhance student learning in FCS lecture courses", Journal of Family and Consumer Sciences, 99(2), pp.54~58 (2007)
- Yost, R., "A coral reef as an analogical model to promote collaborative learning on cultural and ethnic diversity in science", The American Biology Teacher, 70(1), pp.39~43 (2008)