Special Issue on Cross-Disciplinary Research in Biology EducationFree Access

Simulating a Computational Biological Model, Rather Than Reading, Elicits Changes in Brain Activity during Biological Reasoning

Caron A. C. Clark

*Address correspondence to: Caron A. C. Clark (E-mail Address: [email protected]).

Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, NE 68503

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Tomáš Helikar

Department of Biochemistry, University of Nebraska–Lincoln, Lincoln, Nebraska, 68583

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School of Natural Resources, University of Nebraska–Lincoln, Lincoln, NE 68503

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Ido Davidesco, Monitoring Editor

Published Online:1 Sep 2020https://doi.org/10.1187/cbe.19-11-0237

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combinedsupmats.pdf (4 MB)

Vol. 19, No. 3

September 01, 2020

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Citations: 4

History

Submitted: 15 November 2019

Revised: 30 June 2020

Accepted: 9 July 2020

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© 2020 C. A. C. Clark et al. CBE—Life Sciences Education © 2020 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

We would like to thank Lisa Briona, Gretchen King, and Ryan Hudnall, who contributed to the development of instructional activities and data collection. We would also like to thank the students who generously volunteered their time to participate in the research. The research was partially funded through DUE 1432001 and University of Nebraska–Lincoln Core Research.