ABSTRACT

Quantitative modelling plays an important role as biology increasingly deals with big data sets, relies on modelling to understand system dynamics, makes predictions about impacts of changes, and revises our understanding of system interactions. An assessment of quantitative modelling in biology was administered to students (n = 612) in undergraduate biology courses at two universities to provide a picture of student ability in quantitative reasoning within biology and to determine how capable those students felt about this ability. A Rasch analysis was used to construct linear measures and provide validity evidence for the assessment and to examine item statistics on the same scale as student ability measures. Students overall had greater ability in quantitative literacy than in quantitative interpretation of models or modelling. There was no effect of class standing (Freshmen, Sophomore, etc.) on student performance. The assessment showed that students who participated felt confidence in their ability to quantitatively model biological phenomena, even while their performance on ability questions were low. Collectively modelling practices were correlated with students’ metamodelling knowledge and not correlated with students’ modelling capability confidence. Biology instructors who incorporate the process of modelling into their courses may see improved abilities of students to perform on quantitative modelling tasks.

摘要

随着生物学越来越多地处理大数据集，依赖建模来理解系统动力学，预测变化的影响，并修正我们对系统相互作用的理解，定量建模发挥着重要作用。对学生进行了生物学定量建模评估（n = 612) 在两所大学的本科生物学课程中提供学生在生物学领域进行定量推理的能力的图片，并确定这些学生对这种能力的感受。Rasch 分析用于构建线性测量并为评估提供有效性证据，并在与学生能力测量相同的量表上检查项目统计数据。与模型或建模的定量解释相比，学生总体上具有更强的定量素养能力。班级成绩（大一、大二等）对学生的表现没有影响。评估表明，参与的学生对他们对生物现象进行定量建模的能力充满信心，即使他们在能力问题上的表现很低。集体建模实践与学生的元建模知识相关，与学生的建模能力信心无关。将建模过程纳入课程的生物学教师可能会看到学生执行定量建模任务的能力有所提高。