Interactive multimedia and model-based learning in biology

Abstract

This paper documents a case of model-building in biology through microanalysis of one student's interaction with 'Science for Living: The Circulatory System' (SFL), an interactive multimedia resource prototype for research. When SFL was used in a technology-rich, tenth grade (15-16 years of age) biology classroom, extensive data ranging from preconceptions tests to videotapes, projects and computer logs of work sessions were collected. This paper describes the student's learning goals, gains and activities with particular attention to interactions with representations, then contrasts them with those of classmates. The representations accessed by the learner were analysed with respect to contributions to mental models, the challenges posed by the representations and the effectiveness of the interface in overcoming those challenges. This rich and systematic description of model-building with multimedia enabled the formation of an initial model of model-based learning in this context.

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

“…Students may find it difficult to understand the concept of blood circulation because it is invisible and hard to experience. It also involves a wide range of concepts, such as blood cells, oxygen, carbon dioxide, heart valves, heart, blood vessels, blood pressure, and so on (Buckley 2000). Each lesson consisted of 45 min in which the teacher guided the process of hands-on activities around the target phenomena for group modeling, and students practiced the hands-on activities and participated in small-groups and class discussions.…”

“…Since the concept of blood circulation is difficult for students to experience or observe directly, it is easy for students to misunderstand it (Buckley 2000;Chi 2005). Students need to have comprehensive thinking skills in order to understand the interaction between the functions of the elements in the circulatory system, and their structures at the cellular, organ, and organ system levels.…”

The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter

“…External models shape or give rise to students' mental models and students' preexisting mental models inßuence their perception of phenomena and understanding of external models (Buckley, 2000;Buckley & Boulter, 2000;Rohr & Reimann, 1998). For example, a case study by Rohr and Reimann (1998) revealed that students' beliefs, perceptions of phenomena, and explanations of external representations interact and coevolve over the course of learning with multiple representations.…”

Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

“…They provide a means for making visible phenomena that are too small, large, fast, or slow to see with the unaided eye. Similarly, visual representations illustrate invisible or abstract phenomena that cannot be observed or experienced directly (Buckley, 2000). In science, graphics are also used to display data, organize complex information, and promote a shared understanding of scientific phenomena (Kozma, 2003).…”