Simulating a Computational Biological Model, Rather Than Reading, Elicits Changes in Brain Activity during Biological Reasoning.

ABSTRACT: The creation and analysis of models is integral to all scientific disciplines, and modeling is considered a core competency in undergraduate biology education. There remains a gap in understanding how modeling activities may support changes in students' neural representations. The aim of this study was to evaluate the effects of simulating a model on undergraduates' behavioral accuracy and neural response patterns when reasoning about biological systems. During brief tutorials, students (n = 30) either simulated a computer model or read expert analysis of a gene regulatory system. Subsequently, students underwent functional magnetic resonance imaging while responding to system-specific questions and system-general questions about modeling concepts. Although groups showed similar beh

SUBMITTER: Clark CAC 

PROVIDER: S-EPMC8711807 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature