Using a computer simulation as a cognitive tool: A case study of the use and cognitive effects of Identibacter Interactus for the development of microbial identification strategies by college biology students
Abstract
This study examined how microbiology students construct knowledge of bacterial identification while using a computer simulation. The purpose was to understand how the simulation affects the cognitive processing of students during thinking, problem solving, and learning about bacterial identification and to determine how the simulation facilitates the learning of a domain specific problem-solving strategy. A pragmatic reason for this study was to learn about the simulation's characteristics that impact the learning of a problem-solving strategy for bacterial identification. As part of an upper-division microbiology course, five students participated in several simulation assignments as part of the course. The data were collected using think-aloud protocol and video action logs as of students used the simulation. The analysis revealed two major themes that determined the performance of the students: Theme One: Simulation Usage—how the students use the software features, and Theme Two: Problem-Solving Strategy Development—the strategy level students started with and the skill level they achieved when they completed their use of the simulation. Several conclusions emerged from the analysis of the data. (1) Identibacter affects various aspects involving cognitive processing, including creating an environment that makes it possible to practice applying a problem-solving strategy. The simulation becomes a tool that allows students to practice the cognitive skills required to solve an unknown. (2) Identibacter may be considered to be a cognitive tool to facilitate the learning of bacterial identification problem-solving strategy. (3) The simulation characteristics that were involved with the students' use of this tool include the features that support the learning of a problem-solving strategy and the reference feature. (4) Students demonstrate five types of problem-solving strategies specific to bacterial identification: Random Testing Strategy, Select an Organism Strategy, Exclude-Novice, Exclude-Intermediate, and Exclude-Advanced. (5) Participants demonstrate an improved performance from the initial to final runs.
Degree
Ph.D.
Advisors
Gedney, Purdue University.
Subject Area
Educational software|Science education|Higher education
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