An instructional design process based on expert knowledge for teaching students how mechanisms are explained

機(jī)譯：基于專家知識(shí)的教學(xué)設(shè)計(jì)過(guò)程用于教給學(xué)生如何解釋機(jī)制的方法

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In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences.

機(jī)譯：在生物學(xué)和生理學(xué)課程中，學(xué)生在學(xué)習(xí)解釋機(jī)理時(shí)會(huì)遇到許多困難，由于分子和細(xì)胞機(jī)理的巨大復(fù)雜性和抽象性質(zhì)，該主題要求很高。為了克服這些困難，我們提出了以下問(wèn)題：講師如何轉(zhuǎn)變他們對(duì)生物學(xué)機(jī)制和其他難以學(xué)習(xí)的主題的理解，以便學(xué)生理解它們？為了解決這個(gè)問(wèn)題，我們首先回顧了生物學(xué)家用來(lái)解釋分子和細(xì)胞機(jī)制的成分模型：MACH模型，包括方法（M），類比（A），背景（C）和操作方式（H））。接下來(lái)，開(kāi)發(fā)了教學(xué)材料，并使用物理MACH模型對(duì)教學(xué)活動(dòng)進(jìn)行了試點(diǎn)。使用MACH模型指導(dǎo)其機(jī)理解釋的學(xué)生表現(xiàn)出了改進(jìn)和一些新的困難。第三，應(yīng)用了一系列基于設(shè)計(jì)的研究周期，以將具有改進(jìn)的物理MACH模型的活動(dòng)納入生物學(xué)和生物化學(xué)課程。最后，開(kāi)發(fā)了一個(gè)有用的規(guī)則來(lái)解決普遍存在的學(xué)生困難。在這里，我們?yōu)樯砗蜕飳W(xué)講師提供了用于解釋本科課程中分子和細(xì)胞機(jī)制的知識(shí)和資源，以及旨在實(shí)現(xiàn)教學(xué)的教學(xué)內(nèi)容知識(shí)的教學(xué)設(shè)計(jì)過(guò)程。我們的四個(gè)階段的過(guò)程可以適應(yīng)生命科學(xué)中的各種模型，從而提高教學(xué)水平。

著錄項(xiàng)

期刊名稱 Advances in Physiology Education
作者
Caleb M. Trujillo; Trevor R. Anderson; Nancy J. Pelaez;
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作者單位

展開(kāi)▼
年(卷),期 -1(40),2
年度 -1
頁(yè)碼 265–273
總頁(yè)數(shù) 12
原文格式 PDF
正文語(yǔ)種
中圖分類人體生理學(xué);
關(guān)鍵詞
explanations pedagogical content knowledge design-based-research mechanisms model;

機(jī)譯：解釋;教學(xué)內(nèi)容知識(shí);基于設(shè)計(jì)的研究;機(jī)制;模型;

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1. An instructional design process based on expert knowledge for teaching students how mechanisms are explained [J] . Caleb M. Trujillo, Trevor R. Anderson, Nancy J. Pelaez Advances in physiology education . 2016,第2期

機(jī)譯：基于專家知識(shí)的教學(xué)設(shè)計(jì)過(guò)程，用于教給學(xué)生如何解釋機(jī)制的方法
2. 'Teaching' Instructional Design Expertise: Strategies to Support Students' Problem-Finding Skills [J] . Donald A. Stepich, Peggy A. Ertmer Technology, Instruction, Cognition and Learning . 2009,第2期

機(jī)譯：“教學(xué)”教學(xué)設(shè)計(jì)專長(zhǎng)：支持學(xué)生問(wèn)題發(fā)現(xiàn)能力的策略
3. Comparison of expert instruction and computer-based video training in teaching fundamental surgical skills to medical students. [J] . Nousiainen M, Brydges R, Backstein D, Surgery . 2008,第4期

機(jī)譯：比較專家指導(dǎo)和基于計(jì)算機(jī)的視頻培訓(xùn)向醫(yī)學(xué)生教授基本外科技能的過(guò)程。
4. The Enhancement of Teaching-Learning Process Effectiveness through the Development of Instructional Media Based on E-learning of Surabaya's Vocational Student [C] . Puput Wanarti, Euis Ismayanti, Hapsari Peni, International Conference on Educational, Management, Administration and Leadership . 2016

機(jī)譯：基于泗水電子學(xué)習(xí)的教學(xué)媒體發(fā)展提高教學(xué)過(guò)程效果
5. The teaching-learning process and postsecondary at-risk reading students: Cognitive, metacognitive, affective, and instructional variables explaining academic performance [D] . Stallworth-Clark, Rosemarie 1996

機(jī)譯：教與學(xué)過(guò)程和高中后高中閱讀學(xué)生：解釋學(xué)業(yè)成績(jī)的認(rèn)知，元認(rèn)知，情感和教學(xué)變量
6. Students’ Knowledge Comprehension after Implementation of Live Conventional Demonstration Video Teaching and Video-Assisted Instruction Methods in Endodontic Practice [O] . Nahid Mohammadzadeh Akhlaghi, Zohreh Khalilak, Mehdi Vatanpour, 2017

機(jī)譯：在牙髓實(shí)踐中實(shí)施現(xiàn)場(chǎng)常規(guī)演示視頻教學(xué)和視頻輔助教學(xué)方法后學(xué)生的知識(shí)理解
7. Occupational therapy intervention with a child is based upon an understanding and appreciation of normal development. Knowledge of current concepts and theories related to child development is essential when occupational therapist evaluates children. This background information helps therapist to plan intervention for the child. The aim of this study is to make observation video about development of about one year old child. The purpose of my study is to help occupational therapy students learn about child development. My study is practice-based thesis. It includes product, which is the observation video and study rapport. I describe my whole process in my rapport. The process includes different kinds of stages. First, I studied those theories of child development, which are used in the studies of occupational therapy for children. These theories are Moseys Developmental Frame of Reference and the theory of development according to Sensory Integration Theory. These theories are the frames of reference of my study. I organize the child development areas according to child occupations and skills. Then I start to plan, film and edit my video based on the theories of child development and the principles of making a video. In my rapport I describe all the stages of my study and explain the sequence and the content of the stages. I also evaluate the process of my study. In the observation video you can see those stages of development where about one year old child is based on the frames of reference, which I have used in my study. I believe that my observation video can at least be good for inspiring occupational therapy students learning about child development. Keywords child development, learning, observation video [O] . Lehtinen Ann-Mari 2006

機(jī)譯：對(duì)兒童的職業(yè)治療干預(yù)基于對(duì)正常發(fā)育的理解和欣賞。當(dāng)職業(yè)治療師評(píng)估兒童時(shí)，與兒童發(fā)育相關(guān)的當(dāng)前概念和理論的知識(shí)必不可少。這些背景信息可幫助治療師為孩子計(jì)劃干預(yù)措施。這項(xiàng)研究的目的是制作有關(guān)約一歲兒童發(fā)育的觀察視頻。我研究的目的是幫助職業(yè)治療學(xué)生學(xué)習(xí)兒童成長(zhǎng)。我的研究是基于實(shí)踐的論文。它包括產(chǎn)品，這是觀察視頻和學(xué)習(xí)融洽的關(guān)系。我以融洽的方式描述我的整個(gè)過(guò)程。該過(guò)程包括不同階段。首先，我研究了有關(guān)兒童發(fā)育的理論，這些理論被用于兒童的職業(yè)治療研究中。這些理論是Moseys發(fā)展參考框架和根據(jù)感覺(jué)統(tǒng)合理論的發(fā)展理論。這些理論是我研究的參考框架。我根據(jù)兒童職業(yè)和技能組織兒童發(fā)展領(lǐng)域。然后，我根據(jù)兒童發(fā)育理論和視頻制作原理開(kāi)始計(jì)劃，拍攝和編輯視頻。在融洽的關(guān)系中，我描述了學(xué)習(xí)的所有階段，并解釋了這些階段的順序和內(nèi)容。我還評(píng)估了我的學(xué)習(xí)過(guò)程。在觀察視頻中，您可以看到那些發(fā)展階段，其中大約一歲的孩子基于我的研究框架。我相信，我的觀察視頻至少可以對(duì)激發(fā)職業(yè)治療的學(xué)生學(xué)習(xí)兒童發(fā)育有幫助。關(guān)鍵字兒童發(fā)展，學(xué)習(xí)，觀察視頻

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An instructional design process based on expert knowledge for teaching students how mechanisms are explained

摘要

著錄項(xiàng)

引文網(wǎng)絡(luò)

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相關(guān)主題

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