Is creativity, hands-on modeling and cognitive learning gender-dependent?

Comparing the Use of Two Different Model Approaches on Students’ Understanding of DNA Models

“…A review of modeling-based learning (MbL) approaches specifies five areas that are closely linked to students' learning outcomes which are contributing to cognitive, metacognitive, social, material, and epistemological aspects [70]. We investigated students' cognitive achievement and reported that shortand mid-term knowledge increases after participation in a hands-on laboratory module with modeling tasks [34].…”

“…The correct understanding of the three genetics concepts (DNA, gene, and chromosome) may have hindered the development of correct and complete DNA models from the modelers [17,33]. We also evaluated students' model quality and monitored potential influences on individual creativity and knowledge levels [34]. Girls created significantly better structured models than boys, and girls' model quality also significantly correlated with short-and mid-term knowledge levels and to the creativity subscale "flow".…”

“…A one-day module (270 min) on DNA structure for ninth graders at a university out-of-school lab was implemented by the same teacher. The hands-on learning activity was embedded in an inquiry-based setting where students worked in pairs, and used a workbook as a guide to encourage problem-solving as well as collaborative skills (for a detailed description of the module's phases see [22,34]). The contents of the lab day were adapted to follow the guidelines set by the Bavarian grammar school syllabus [54].…”

“…The model viewers explore the DNA structure more passively through a didactically prepared representation (commercially available school model) as compared with the modelers that strengthen important modeling abilities such as actively designing individual models of DNA after mental modeling and modifying their models [28,32]. This implies that all model viewers have acquired the scientific background on identical models, while modelers constructed multiple models of differing model quality [34]. Therefore, we had expected differences in students' responses to the treatments of at least two categories.…”

Step away from the CAD station: A hands-on and immersive approach to second year teaching of Mechanical Engineering design

“…In addition, the authors wanted to understand if VR modelling plays a similar role to that played in science and education as reported, for example, by Mierdel and Bogner (2019), who describe how modelling plays a key role in comprehension of science research and education; in particular, "…hands-on experiences in authentic learning environments offer students the opportunity to feel like real researchers and support the development of problem-based thinking skills" (Mierdel & Bogner, 2019, p. 91). The planned use of the VR technology was to allow students to interact with their designs in 3D as part of the concept generation-and to some extent the early embodiment-phases of the design process where embodiment describes the firming up of initial ideas, including the overall layout design, preliminary form designs, production processes and solutions for auxiliary functions (Pahl, Beitz, Feldhusen, & Grote, 2007).…”