Supporting and Assessing Complex Biology Learning with Computer-Based Simulations and Representations

Biology learning is, by its very nature, complex. Living systems are composed of systems nested within systems, each of which has components that interact to produce the emergent behavior of that system and interact in the next larger system. Living system components can be as small as ions and can participate in systems as large as the biosphere of Earth. This chapter summarizes a body of research conducted on the use of computer-based simulations and representations for instruction and assessment in human body systems, genetics, and ecosystems. The strategic use of these representations for fostering and assessing model-based learning, reasoning, and inquiry are discussed, as are the tasks that students can perform with these representations and the evidence that can be gathered when students perform these tasks. This chapter also presents a theoretical framework that integrates model-based learning with evidence-centered design and describes how it is used to guide the design of simulation-based representations in assessment. This framework has the potential to transform the experiences and outcomes of biology learning by enabling learners to develop richly connected, useful, and extensible understandings of living systems.

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