Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics

Kim, Beaumie; Pathak, Suneeta; Jacobson, Michael J.; Zhang, Baohui; Gobert, Janice D.

doi:10.1007/s10956-015-9564-6

Cited by 15 publications

(8 citation statements)

References 27 publications

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“…Some students correctly identified and labeled the DNA's different components, while some students only identified a few and others only modeled its basic structure. This result is in line with Howell et al (2019) and Kim et al (2015), who described students' difficulties in understanding DNA's structurefunction relationships. Other studies about scientific modeling do not focus on DNA but, for instance, on the acoustic properties of materials (Hernández et al 2015), natural selection and antibiotic resistance (Peel et al 2019), or general classroom examples in biology, geography, and physics (Schwarz et al 2009).…”

Section: Evaluation-2 Phasesupporting

confidence: 87%

Self-evaluative Scientific Modeling in an Outreach Gene Technology Laboratory

et al. 2020

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The integration of scientific modeling into science teaching is key to the development of students’ understanding of complex scientific phenomena, such as genetics. With this in mind, we conducted an introductory hands-on module during an outreach gene technology laboratory on the structure of DNA. Our module examined the influence of two model evaluation variants on cognitive achievement: Evaluation 1, based on students’ hand-drawn sketches of DNA models and two open questions, and evaluation 2, based on students’ own evaluations of their models in comparison to a commercially available DNA model. We subsequently subdivided our sample (N = 296) into modellers-1 (n = 151) and modellers-2 (n = 145). Analyses of cognitive achievement revealed that modellers-2 achieved higher scores than modellers-1. In both cases, low achievers, in particular, benefitted from participation. Assessment of modellers-2 self-evaluation sheets revealed differences between self-evaluation and independent reassessment, as non-existent model features were tagged as correct whereas existent features were not identified. Correlation analyses between the models’ assessment scores and cognitive achievement revealed small-to-medium correlations. Consequently, our evaluation-2 phase impacted students’ performance in overall and model-related cognitive achievement, attesting to the value of our module as a means to integrate real scientific practices into science teaching. Although it may increase the workload for science teachers, we find that the potential scientific modeling holds as an inquiry-based learning strategy is worth the effort.

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Section: Evaluation-2 Phasesupporting

confidence: 87%

Self-evaluative Scientific Modeling in an Outreach Gene Technology Laboratory

et al. 2020

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“…On the one hand, repeated exposures to PS-I for student populations (for whom I-PS is the norm) may reduce novelty effects of the learning design and result in similar learning outcomes as I-PS over time. Some previous PS-I work (Kim et al, 2015), however, implicates that repeated exposures to PS-I via multiple smaller cycles of problem solving and instruction happening closely together (resulting in lengthier interventions overall) may, in fact, be beneficial. Given the magnitude/diversity of knowledge assembly students need for understanding different conceptual task elements during the follow-up instruction phase, redundant exposure may result in learning outcomes favoring PS-I.…”

Section: The Present Reviewmentioning

confidence: 99%

When Problem Solving Followed by Instruction Works: Evidence for Productive Failure

Sinha

Kapur

2021

Review of Educational Research

101

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When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 comparisons that compared PS-I with I-PS design. Our results showed a significant, moderate effect in favor of PS-I (Hedge’s g 0.36 [95% confidence interval 0.20; 0.51]). The effects were even stronger (Hedge’s g ranging between 0.37 and 0.58) when PS-I was implemented with high fidelity to the principles of Productive Failure (PF), a subset variant of PS-I design. Students’ grade level, intervention time span, and its (quasi-)experimental nature contributed to the efficacy of PS-I over I-PS designs. Contrasting trends were, however, observed for younger age learners (second to fifth graders) and for the learning of domain-general skills, for which effect sizes favored I-PS. Overall, an estimation of true effect sizes after accounting for publication bias suggested a strong effect size favoring PS-I (Hedge’s g 0.87).

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“…didactic instruction, were transferred to homework, and traditional homework and program activity were transferred into class activity. In this case, students had to view teaching films at home and do homework in classes, with the assistance of classmates and the guidance of teachers (Kim et al , 2015). Chen et al (2014) advocated four major points of flipped classroom that FLIP was the flexible environment, could benefit the creation of meaningful learning culture, could achieve intentional content, and require professional educators' growth.…”

Section: Literature and Hypothesesmentioning

confidence: 99%

Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome

Qiang

2019

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Purpose This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of promoting students’ learning engagement, this study puts forward suggestions for the effective implementation of flipped classroom teaching, so as to provide reference for the implementation of flipped classroom teaching practice in colleges and universities. Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The reform wave in education is therefore emerged in past years, where the “flipped classroom” model strikes a chord and becomes a trend. Design/methodology/approach By applying nonequivalent pretest posttest control group design to the experimental research, 242 college students in Henan Province are selected as subjects of study. They are divided into four groups. The first group adopts the flip classroom teaching method. The second group adopts the cooperative teaching method. The third group adopts the flipping classroom teaching method integrated the cooperative teaching method. The fourth group (control group) adopts the traditional teaching method. The study lasted 15 weeks with sessions carried out 3 h a week. Findings The research results show significant effects of flipped classroom teaching method on learning motivation, flipped classroom teaching method on learning outcome, cooperative learning on learning motivation, cooperative learning on learning outcome, flipped classroom teaching method integrated cooperative learning on the promotion of learning motivation and flipped classroom teaching method integrated cooperative learning on the promotion of learning outcome. Research limitations/implications First, on the basis of consulting the links of many teaching strategies and summarizing the experience of flipped classroom practice in famous universities, a series of teaching strategies is put forward. However, the pertinence of different subjects may be different, which requires teachers to focus on the specific practice of reference. Second, due to the limitation of time, the author spent more time and energy on the proposal part of strategy, and the scientific nature of the strategy is not verified in practice, so it needs to spend time and practice in the later stage to improve this work. Practical implications This topic is the integrated design practice and research of flipped classroom in current teaching. The practical significance of the research is to find a solution to the problem of low learning efficiency of students in traditional classrooms, so as to update teachers’ teaching concepts, change teaching methods and promote teaching behaviors. In flipped classroom, there is a systematic integrated design process before, during and after class, which can effectively improve teachers’ teaching design ability, help students change their learning methods and truly improve students’ learning efficiency and effectiveness. The research on the implementation of flipped classroom can enrich the theory of flipped classroom, including the research on the orientation of learning theory and the reorientation of the role of teachers and students. This study can provide theoretical support for the strategies and environment for the cultivation of students’ independent learning ability. The results of this study can provide a reference for improving the scientificity and diversity of research methods. Originality/value Based on the integrated design of flipped classroom before, during and after class, this research systematically explores the role of flipped classroom in cultivating students’ autonomous learning ability in the teaching of information science and technology, and studies how to maximize the role of flipped classroom in teaching to promote and help students’ learning. In addition, a special iterative method is adopted. In each round of research, according to the opinions of students and peers, the inadequacies and improvements in the last round of research is found, certain links are increased or decreased, and finally the research goals are achieved.

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Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics

Cited by 15 publications

References 27 publications

Self-evaluative Scientific Modeling in an Outreach Gene Technology Laboratory

Self-evaluative Scientific Modeling in an Outreach Gene Technology Laboratory

When Problem Solving Followed by Instruction Works: Evidence for Productive Failure

Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome

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