Critical Features of Visualizations of Transport through the Cell Membrane--an Empirical Study of Upper Secondary and Tertiary Students' Meaning-Making of a Still Image and an Animation

Autor/inn/en	Rundgren, Carl-Johan; Tibell, Lena A. E.
Titel	Critical Features of Visualizations of Transport through the Cell Membrane--an Empirical Study of Upper Secondary and Tertiary Students' Meaning-Making of a Still Image and an Animation
Quelle	In: International Journal of Science and Mathematics Education, 8 (2010) 2, S.223-246 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-009-9171-1
Schlagwörter	Animation; Science Activities; Group Discussion; Biological Sciences; Visualization; Postsecondary Education; Secondary School Students; Cytology; Molecular Biology; Science Instruction; Scientific Research; Interviews; College Students; Higher Education; Questionnaires; Models + Suchen Sie Ihr Suchwort? Gruppendiskussion; Abwasserbiologie; Visualisation; Visualisierung; Post-secondary education; Tertiäre Bildung; Sekundarschüler; Zytologie; Molekularbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Analogiemodell
Abstract	Images, diagrams, and other forms of visualization are playing increasingly important roles in molecular life science teaching and research, both for conveying information and as conceptual tools, transforming the way we think about the events and processes the subject covers. This study examines how upper secondary and tertiary students interpret visualizations of transport through the cell membrane in the form of a still image and an animation. Twenty upper secondary and five tertiary students were interviewed. In addition, 31 university students participated in a group discussion and answered a questionnaire regarding the animation. A model, based on variation theory, was then tested as a tool for distinguishing between what is expected to be learned, what is present in the visualizations, and what is actually learned by the students. Three critical features of the ability to visualize biomolecular processes were identified from the students' interpretations of the animation: the complexity of biomolecular processes, the dynamic and random nature of biomolecular interactions, and extrapolation between 2D and 3D. The results of this study support the use of multiple representations to achieve different learning goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10