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Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students’ learning, we incorporated image tests into our introd...

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Autores principales: Kramer, IJsbrand M., Dahmani, Hassen-Reda, Delouche, Pamina, Bidabe, Marissa, Schneeberger, Patricia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2012
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3516799/
https://www.ncbi.nlm.nih.gov/pubmed/23222839
http://dx.doi.org/10.1187/cbe.12-06-0091
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author Kramer, IJsbrand M.
Dahmani, Hassen-Reda
Delouche, Pamina
Bidabe, Marissa
Schneeberger, Patricia
author_facet Kramer, IJsbrand M.
Dahmani, Hassen-Reda
Delouche, Pamina
Bidabe, Marissa
Schneeberger, Patricia
author_sort Kramer, IJsbrand M.
collection PubMed
description The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students’ learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employed realistic renderings, using computer-generated Protein Data Bank (PDB) structures; realistic-schematic renderings, using shapes inspired by PDB structures; or schematic renderings, using simple geometric shapes to represent cellular components. The control group received a list of keywords. When students were asked to draw and describe the process in their own style and to reply to multiple-choice questions, the three iconographic approaches equally improved the overall outcome of the tests (relative to keywords). Students found the three approaches equally useful but, when asked to select a preferred style, they largely favored a realistic-schematic style. When students were asked to annotate “raw” realistic images, both keywords and schematic representations failed to prepare them for this task. We conclude that supplementary images facilitate the comprehension process and despite their visual clutter, realistic representations do not hinder learning in an introductory course.
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spelling pubmed-35167992012-12-10 Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology Kramer, IJsbrand M. Dahmani, Hassen-Reda Delouche, Pamina Bidabe, Marissa Schneeberger, Patricia CBE Life Sci Educ Articles The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students’ learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employed realistic renderings, using computer-generated Protein Data Bank (PDB) structures; realistic-schematic renderings, using shapes inspired by PDB structures; or schematic renderings, using simple geometric shapes to represent cellular components. The control group received a list of keywords. When students were asked to draw and describe the process in their own style and to reply to multiple-choice questions, the three iconographic approaches equally improved the overall outcome of the tests (relative to keywords). Students found the three approaches equally useful but, when asked to select a preferred style, they largely favored a realistic-schematic style. When students were asked to annotate “raw” realistic images, both keywords and schematic representations failed to prepare them for this task. We conclude that supplementary images facilitate the comprehension process and despite their visual clutter, realistic representations do not hinder learning in an introductory course. American Society for Cell Biology 2012 /pmc/articles/PMC3516799/ /pubmed/23222839 http://dx.doi.org/10.1187/cbe.12-06-0091 Text en © 2012 I. M. Kramer et al.CBE—Life Sciences Education © 2012 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®,” “The American Society for Cell Biology®,” and “Molecular Biology of the Cell®” are registered trademarks of The American Society of Cell Biology.
spellingShingle Articles
Kramer, IJsbrand M.
Dahmani, Hassen-Reda
Delouche, Pamina
Bidabe, Marissa
Schneeberger, Patricia
Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology
title Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology
title_full Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology
title_fullStr Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology
title_full_unstemmed Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology
title_short Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology
title_sort education catching up with science: preparing students for three-dimensional literacy in cell biology
topic Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3516799/
https://www.ncbi.nlm.nih.gov/pubmed/23222839
http://dx.doi.org/10.1187/cbe.12-06-0091
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