Cargando…
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...
Autores principales: | , , , , |
---|---|
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 |
_version_ | 1782252343931174912 |
---|---|
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. |
format | Online Article Text |
id | pubmed-3516799 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2012 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
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 |
work_keys_str_mv | AT kramerijsbrandm educationcatchingupwithsciencepreparingstudentsforthreedimensionalliteracyincellbiology AT dahmanihassenreda educationcatchingupwithsciencepreparingstudentsforthreedimensionalliteracyincellbiology AT delouchepamina educationcatchingupwithsciencepreparingstudentsforthreedimensionalliteracyincellbiology AT bidabemarissa educationcatchingupwithsciencepreparingstudentsforthreedimensionalliteracyincellbiology AT schneebergerpatricia educationcatchingupwithsciencepreparingstudentsforthreedimensionalliteracyincellbiology |