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Exposing Gaps in Students’ Mental Model of the Neuron : Comparing traditional neuroscience instruction of the Action Potential to Layered, Iterative Visual External Representations
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, , Teachers College Columbia University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Students were run in two groups, one consisting of a series of animations depicting neural signal transmission at the cellular and molecular levels using iterative visualizations, where a visualization for every concept appears, or “iterates” at each and every instance where it should occur throughout the visualization, which had the cellular and molecular levels layered on top of each other. The second group also had cellular and molecular animations of neural signal transmission, but these were not iterative, instead the visualizations only appeared where they are normally depicted in traditional instruction and were not layered. The experimental, iterative and layered visualization condition performed significantly better on cellular-level free response essay and individual questions than the control, and there was a trend for significance in favor of the iterative, layered condition on the molecular free response questions. These findings advocate for the use of iterative visualizations in science teaching e-learning modules.

Citation

Virk, S. & Black, J. (2011). Exposing Gaps in Students’ Mental Model of the Neuron : Comparing traditional neuroscience instruction of the Action Potential to Layered, Iterative Visual External Representations. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 467-473). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 19, 2019 from .

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