生命科学入门物理学在高级生物学顶点课程中的影响
The impact of introductory physics for the life sciences in a senior biology capstone course
摘要：
生命科学物理学导论（IPLS）课程的一个目标是培养学生在生物和医学环境中有效地使用物理模型和定量推理。为了评估这一目标是否得到满足，我们进行了一项纵向研究的影响IPLS对学生的工作，在以后的生物和化学课程。我们在这里报告的一部分，该研究，比较书面的反应，由不同的物理背景的学生在高年级生物学顶点课程管理的扩散任务。我们观察到学生推理的差异，与先前或同时在IPLS注册。特别是，我们发现，IPLS的学生比非IPLS的学生更有可能定量和机械地推理扩散现象，并成功地协调扩散过程的多个表示之间，甚至长达两年的IPLS课程后。最后，我们描述了在这两个任务和我们的纵向研究中使用的其他任务中遇到的方法上的挑战。
英文摘要：
A goal of Introductory Physics for Life Sciences (IPLS) curricula is to prepare students to effectively use physical models and quantitative reasoning in biological and medical settings. To assess whether this goal is being met, we conducted a longitudinal study of the impact of IPLS on student work in later biology and chemistry courses. We report here on one part of that study, a comparison of written responses by students with different physics backgrounds on a diffusion task administered in a senior biology capstone course. We observed differences in student reasoning that were associated with prior or concurrent enrollment in IPLS. In particular, we found that IPLS students were more likely than non-IPLS students to reason quantitatively and mechanistically about diffusive phenomena, and to successfully coordinate between multiple representations of diffusive processes, even up to two years after taking the IPLS course. Finally, we describe methodological challenges encountered in both this task and other tasks used in our longitudinal study.
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