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|Title:||Why Knowledge Analysis Changes the Design of Computational Learning Environments in Biology Education|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Lira, M. (2020). Why Knowledge Analysis Changes the Design of Computational Learning Environments in Biology Education. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 685-688). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||I present a pilot investigation that leveraged a Knowledge-in-Pieces approach to add theoretical specificity to characterizing the challenges and opportunities undergraduate biology students experience when coordinating knowledge of mathematical and physical models in the domain of physiology. Leveraging prior studies, I re-designed a computational modeling environment in NetLogo along with an instructional protocol to support students’ capacity to readout and distinguish between two different physical quantities responsible for a dynamic equilibrium process. A between-subjects experiment offers emerging evidence that guiding students’ visual attention and instructing them explicitly on how to readout physical quantities supports them in both mapping variables during quantitative problem solving and explaining physical relationships between equations.|
|Appears in Collections:||ICLS 2020|
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