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ERIC Number: EJ1081155
Record Type: Journal
Publication Date: 2015-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1382-4996
Learning How the Electron Transport Chain Works: Independent and Interactive Effects of Instructional Strategies and Learners' Characteristics
Darabi, Aubteen; Arrastia-Lloyd, Meagan C.; Nelson, David W.; Liang, Xinya; Farrell, Jennifer
Advances in Health Sciences Education, v20 n5 p1135-1148 Dec 2015
In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course (n = 151). Additionally, the participants' cognitive flexibility, prior knowledge, and mental effort in the learning process are also investigated. The data were analyzed using a series of general linear models to compare the strategies. Although the two strategies did not differ significantly in terms of mental model progression and learning outcomes, both groups' mental models progressed significantly. Mental effort and prior knowledge were identified as significant predictors of mental model progression. An interaction between instructional strategy and cognitive flexibility revealed that the backward instruction was more efficient than the conventional (forward) strategy for students with lower cognitive flexibility, whereas the conventional instruction was more efficient for students with higher cognitive flexibility. The results are discussed and suggestions for future research on the possible moderating role of cognitive flexibility in the area of health education are presented.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A