Simulating Environmental Issues: New Digital Tools to Teach Biology In Silico
Abstract
:1. Introduction
1.1. Computer Simulations as Digital Tools in Biology Lessons
1.2. The WinUM 2.0 Research Project
1.3. Promoting ICT Skills in School
1.4. Research Questions
- What do students know about models and computer simulations?
- What are the levels of students’ computer skills and what is their motivation to work with computers?
- How do students perceive working with technical tools to learn about current environmental issues like climate change?
- 4.
- How much do students already know about grapevine morphology?
2. Materials and Methods
3. Results
4. Discussion
- What do students know about models and computer simulations?
- 2.
- What are the levels of students’ computer skills and what is their motivation to work with computers?
- 3.
- How do students perceive working with technical tools to learn about current environmental issues like climate change?
- 4.
- How much do students already know about grapevine morphology?
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Item with Two Options |
---|
A model is the application of a system using mathematical equations. A model is the description of a system using mathematical equations. |
A model is the highly simplified representation of a real system. A model is the complex representation of a real system. |
A model is the exact representation of a real system. A model is the approximate representation of a real system. |
A simulation is the description of a model using mathematical equations. A simulation is application of a model using mathematical equations. |
A simulation shows a dynamic process. A simulation shows a fixed value. |
The result of a simulation varies with each execution. The result is exactly the same for each execution. |
Please Tick for Each Item if You ‘Strongly Agree’, ‘Agree’, ‘Disagree’ or ‘Strongly Disagree’ |
---|
I can write an essay or letter using word processing (e.g., Word). |
I can draw with a graphics program. |
I can enter data into a program (e.g., Excel) and use its calculation function. |
I can create a presentation (e.g., with PowerPoint). |
I can send and receive e-mails with an e-mail program (e.g., Outlook). |
I can install software and apps on my computer. |
I can set up hardware (e.g., printers or scanners) with my computer. |
I can find and eliminate a virus or trojan on my computer. |
I can create a PDF document from a Word file. |
I can download files from the Internet and retrieve them from the download folder. |
Please Tick for Each Item if You ‘Strongly Agree’, ‘Agree’, ‘Disagree’ or ‘Strongly Disagree’ |
---|
I really enjoy working with a computer. |
I find that time flies faster than usual when dealing with a computer. |
I enjoy working with a computer because I have better skills in this field than in others. |
The computer draws me so much that I can forget everything around me. |
By using programs, I can do a lot of things faster and better than by hand. |
By using a computer, I can work quicker and more time efficient. |
With the computer I can do school tasks better (e.g., homework, prepare papers). |
By using a computer, I can learn better and faster. |
I start working on the computer without problems. |
I work on tasks on the computer until the end, even when I could be doing other interesting things. |
I can concentrate while studying on the computer, even if I have many other things distracting me. |
On the computer, I manage to motivate myself to work on the tasks, even if I have little interest in them. |
I make a plan to finish my task with a computer. |
When researching on the computer, I remember information from a textbook and from class. |
I organize my tasks that need to be done with a computer. |
I look for and use appropriate instructions when I need to accomplish a task on a computer that is unfamiliar to me |
Task | Morphological Feature | Correct Answers (%) |
---|---|---|
A | Shoot | 16 |
B | Stem | 93 |
C | Tendril | 35 |
D | Internode | 56 |
E | Berry | 21 |
Name | Grapevine | 36 |
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Share and Cite
Becker, L.; Dreesmann, D.C. Simulating Environmental Issues: New Digital Tools to Teach Biology In Silico. Sustainability 2023, 15, 14325. https://doi.org/10.3390/su151914325
Becker L, Dreesmann DC. Simulating Environmental Issues: New Digital Tools to Teach Biology In Silico. Sustainability. 2023; 15(19):14325. https://doi.org/10.3390/su151914325
Chicago/Turabian StyleBecker, Liane, and Daniel C. Dreesmann. 2023. "Simulating Environmental Issues: New Digital Tools to Teach Biology In Silico" Sustainability 15, no. 19: 14325. https://doi.org/10.3390/su151914325