Variation in External Representations as Part of the Classroom Lecture: An Investigation of Virtual Cell Animations in Introductory Photosynthesis Instruction

Autor/inn/en	Goff, Eric E.; Reindl, Katie M.; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G.; Schroeder, Noah L.; White, Alan R.
Titel	Variation in External Representations as Part of the Classroom Lecture: An Investigation of Virtual Cell Animations in Introductory Photosynthesis Instruction
Quelle	In: Biochemistry and Molecular Biology Education, 45 (2017) 3, S.226-234 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goff, Eric E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21032
Schlagwörter	Undergraduate Students; Introductory Courses; Biology; Biochemistry; Teaching Methods; Animation; Visualization; Botany; Cytology; Scientific Concepts; Science Laboratories; Scores; Outcomes of Education; Science Achievement; Pretests Posttests; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Einführungskurs; Biologie; Biochemie; Teaching method; Lehrmethode; Unterrichtsmethode; Visualisation; Visualisierung; Botanik; Zytologie; Lernleistung; Schulerfolg; Unterrichtserfolg
Abstract	The use of external representations (ERs) to introduce concepts in undergraduate biology has become increasingly common. Two of the most prevalent are static images and dynamic animations. While previous studies comparing static images and dynamic animations have resulted in somewhat conflicting findings in regards to learning outcomes, the benefits of each have been shown individually. Using ERs developed by the Virtual Cell Animation project, we aim to further investigate student learning using different ERs as part of an introductory biology lecture. We focus our study on the topic of photosynthesis as reports have noted that students struggle with a number of basic photosynthesis concepts. Students (n = 167) in ten sections of introductory biology laboratory were introduced to photosynthesis concepts by instructional lectures differing only in the format of the embedded ERs. Normalized gain scores were calculated, showing that students who learned with dynamic animations outperformed students who learned from static images on the posttest. The results of this study provide possible instructional guidelines for those delivering photosynthesis instruction in the introductory biology classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01