Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Leveraging Multiple Analytic Frameworks to Assess the Stability of Students' Knowledge in Physiology

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
  • Source:
    CBE - Life Sciences Education, v19 n1 Article 3 Mar 2020. 19 pp.
  • Accession Number:
    http://dx.doi.org/10.1187/cbe.18-08-0160
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
    • Peer Reviewed:
      Y
    • ISSN:
      1931-7913
    • Subject Terms:
    • Abstract:
      When a student explains a biological phenomenon, does the answer reflect only the "product of retrieving knowledge" or does it also reflect a "dynamic process of constructing knowledge?" To gain insight into students' dynamic knowledge, we leveraged three analytic frameworks--structures--behaviors--functions (SBF), mental models (MM), and conceptual dynamics (CD). To assess the stability of student knowledge, we asked undergraduate students to explain the same physiological phenomenon three times--once verbally, once after drawing, and once after interpreting a diagram. The SBF analysis illustrated fine-grained dynamic knowledge between tasks. The MM analysis suggested global stability between tasks. The CD analysis demonstrated local instability within tasks. The first two analyses call attention to differences between students' knowledge about the parts of systems and their organization. The CD analysis, however, calls attention to similar learning mechanisms that operate differently vis-à-vis external representations. Students with different mental models deliberated "localization" or where to locate the structures and mechanisms that mediate physiological responses, but students made these deliberations during different tasks and arrived at different conclusions. These results demonstrate the utility of incorporating dynamic approaches to complement other analytic approaches and motivate future research agendas in biology education research.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      19
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      APR2020
    • Publication Date:
      2020
    • Accession Number:
      EJ1241181
  • Citations
    • ABNT:
      LIRA, M.; GARDNER, S. M. Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology. CBE - Life Sciences Education, [s. l.], v. 19, n. 1, 2020. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1241181&custid=s8280428. Acesso em: 11 jul. 2020.
    • AMA:
      Lira M, Gardner SM. Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology. CBE - Life Sciences Education. 2020;19(1). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1241181&custid=s8280428. Accessed July 11, 2020.
    • AMA11:
      Lira M, Gardner SM. Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology. CBE - Life Sciences Education. 2020;19(1). Accessed July 11, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1241181&custid=s8280428
    • APA:
      Lira, M., & Gardner, S. M. (2020). Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology. CBE - Life Sciences Education, 19(1).
    • Chicago/Turabian: Author-Date:
      Lira, Matthew, and Stephanie M. Gardner. 2020. “Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology.” CBE - Life Sciences Education 19 (1). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1241181&custid=s8280428.
    • Harvard:
      Lira, M. and Gardner, S. M. (2020) ‘Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology’, CBE - Life Sciences Education, 19(1). Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1241181&custid=s8280428 (Accessed: 11 July 2020).
    • Harvard: Australian:
      Lira, M & Gardner, SM 2020, ‘Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology’, CBE - Life Sciences Education, vol. 19, no. 1, viewed 11 July 2020, .
    • MLA:
      Lira, Matthew, and Stephanie M. Gardner. “Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology.” CBE - Life Sciences Education, vol. 19, no. 1, Mar. 2020. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1241181&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Lira, Matthew, and Stephanie M. Gardner. “Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology.” CBE - Life Sciences Education 19, no. 1 (March 1, 2020). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1241181&custid=s8280428.
    • Vancouver/ICMJE:
      Lira M, Gardner SM. Leveraging Multiple Analytic Frameworks to Assess the Stability of Students’ Knowledge in Physiology. CBE - Life Sciences Education [Internet]. 2020 Mar 1 [cited 2020 Jul 11];19(1). Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1241181&custid=s8280428