Using the Structure-Behavior-Function Model in Conjunction with Augmented Reality Helps Students Understand the Complexity of the Circulatory System

Autor/inn/en	Gregorcic, Tanja; Torkar, Gregor
Titel	Using the Structure-Behavior-Function Model in Conjunction with Augmented Reality Helps Students Understand the Complexity of the Circulatory System
Quelle	In: Advances in Physiology Education, 46 (2022) 3, S.367-374 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torkar, Gregor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Physiology; Biology; Science Instruction; Teaching Methods; Intervention; Artificial Intelligence; Textbooks; Comparative Analysis; Correlation; Knowledge Level; Instructional Effectiveness; Systems Approach; Anatomy; Secondary School Students; Foreign Countries; Slovenia + Suchen Sie Ihr Suchwort? Physiologie; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Künstliche Intelligenz; Textbook; Text book; Schulbuch; Lehrbuch; Korrelation; Wissensbasis; Unterrichtserfolg; Systemischer Ansatz; Anatomie; Sekundarschüler; Ausland; Slowenien
Abstract	This study examines how lower secondary school students understand the circulatory system, using the structure-behavior-function (SBF) framework for conceptual representation. It evaluates the progress of students' understanding after interventions with two different teaching approaches, one using a biology textbook supported by augmented reality (AR) technology and the other using only a textbook as a main source of information. The data analysis is based on the assumption that systemic understanding demands the perception of three system dimensions: the components forming the system at all levels of organization (its structures), the interactions and mechanisms between them (its behavior), and the function as a whole outcome (its phenomena). The results indicate that both learning approaches contribute to a higher level of understanding the circulatory system. The group using AR-supported educational materials showed statistically significant better improvements in their knowledge of the circulatory system, including all three components of the SBF framework. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01