Contextualizing the Learning of Circuits under Biological System: Applying the Yenka Software for Student-Centered Modeling Practices and Self-Assessment

Abstract

The goal of the project was to introduce a computer-supported modeling activity for biology majors to apply to their understanding of neurons. The activity stressed students’ practice of modeling a biological system to learn physics concepts, or vice versa. We introduced an innovative computer-assisted activity to promote the appropriate integration of physical models that could motivate students to see the relevance of physics to a biological system for self-assessment purpose during the learning process. Students manipulated the values of circuit elements experimentally using Yenka software, which allows easy access to simulated science laboratory activities, in order to highlight underlying concepts. The learning activity was tailored for life sciences majors taking introductory biology in their freshman year (nb = 164). We leveraged students’ prior knowledge of the underlying mechanism that drives sensory or motor action (e.g., vision or muscle reflex) and applied that understanding in constructing the circuit simulation on Yenka software. Three electrical models were provided on Yenka for students to manipulate in order to simulate the equilibrium potential, membrane potential, and action potential in neurons. Based on response to an end-of-session question, more than three-fourths of the life sciences majors (75.6%) perceived the modeling activity to be at least ‘somewhat helpful’ for their learning experience. This study is important because it presents a computer-assisted technology used in teaching/learning physics or biological phenomena in class and in the laboratory. It supplements conventional instruction of neuron or circuits with simulations, computer modeling, experimental data processing, and analysis of graphics obtained during the activity. Educational implications are discussed.