影响教师采用和持续使用计算机科学技术的因素:细胞集体背景下的案例研究。

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2023-09-01 DOI:10.1187/cbe.22-11-0239
Changsoo Song, Resa Helikar, Wendy M Smith, Tomáš Helikar
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引用次数: 1

摘要

掌握计算建模和仿真技能对于学习中学和大学生命科学课程的学生来说变得越来越重要。许多建模和仿真工具已经创建,以帮助教师在课堂上培养这些技能。了解可能激励教师使用这些工具的因素对于提高学生的学习至关重要,特别是对于获得真实的建模和模拟学习体验。本研究设计并测试了一个分解的技术接受模型,其中感知有用性和感知易用性结构在技术的教学和学习方面被分割,以检查它们在单个模型中的相对权重。本研究使用Cell Collective模型和模拟软件,利用教师的数据,发现感知有用性教学与行为态度之间的关系不显著。同样,感知易用性-教学和其他变量(即感知有用性-教学和对行为的态度)之间的所有关系变得无关紧要。相比之下,我们发现感知使用-学习的容易程度与其他变量(即感知有用-教学,感知有用-学习和对行为的态度)之间的关系显著。这些结果表明,应该优先开发促进学习的功能,而不是促进教学的功能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Factors Influencing Instructors' Adoption and Continued Use of Computing Science Technologies: A Case Study in the Context of Cell Collective.
Acquiring computational modeling and simulation skills has become ever more critical for students in life sciences courses at the secondary and tertiary levels. Many modeling and simulation tools have been created to help instructors nurture those skills in their classrooms. Understanding the factors that may motivate instructors to use such tools is crucial to improve students’ learning, especially for having authentic modeling and simulation learning experiences. This study designed and tested a decomposed technology acceptance model in which the perceived usefulness and perceived ease of use constructs are split between the teaching and learning sides of the technology to examine their relative weight in a single model. Using data from instructors using the Cell Collective modeling and simulation software, this study found that the relationship between perceived usefulness–teaching and attitude toward behavior was insignificant. Similarly, all relationships between perceived ease of use–teaching and the other variables (i.e., perceived usefulness–teaching and attitude toward behavior) became insignificant. In contrast, we found the relationships between perceived ease of use–learning and the other variables (i.e., perceived usefulness–teaching, perceived usefulness–learning, and attitude toward behavior) significant. These results suggest that priority should be given to the development of features improving learning over features facilitating teaching.
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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