Faculty of Education, University of Ljubljana, Ljubljana, Slovenia.
Adv Physiol Educ. 2022 Sep 1;46(3):367-374. doi: 10.1152/advan.00015.2022. Epub 2022 Jun 6.
This study examines how lower secondary school students understand the circulatory system, using the structure-behavior-function (SBF) framework for conceptual representation. It evaluates the progress of students' understanding after interventions with two different teaching approaches, one using a biology textbook supported by augmented reality (AR) technology and the other using only a textbook as a main source of information. The data analysis is based on the assumption that systemic understanding demands the perception of three system dimensions: the components forming the system at all levels of organization (its structures), the interactions and mechanisms between them (its behavior), and the function as a whole outcome (its phenomena). The results indicate that both learning approaches contribute to a higher level of understanding the circulatory system. The group using AR-supported educational materials showed statistically significant better improvements in their knowledge of the circulatory system, including all three components of the SBF framework. This study examines how lower secondary school students understand the circulatory system, using the structure-behavior-function (SBF) framework for conceptual representation. It confirms that the use of augmented reality (AR) can help lower secondary school students understand the complexity of the circulatory system. The group using AR-supported instructional materials showed statistically significant better improvements in their knowledge of the circulatory system, including all three components of the SBF framework.
本研究运用结构-功能-行为（SBF）的概念表示框架，考察了中学生对循环系统的理解方式。研究评估了两种不同教学方法干预后学生理解水平的变化，一种是使用支持增强现实（AR）技术的生物课本，另一种仅使用课本作为主要信息来源。数据分析基于这样一种假设，即系统理解需要感知系统的三个维度：系统在所有组织层次上形成的组成部分（其结构）、它们之间的相互作用和机制（其行为）以及作为整体结果的功能（其现象）。结果表明，两种学习方法都有助于提高对循环系统的理解水平。使用支持 AR 的教育材料的小组在循环系统知识方面表现出统计学上显著的更好的提高，包括 SBF 框架的所有三个组成部分。本研究运用结构-功能-行为（SBF）的概念表示框架，考察了中学生对循环系统的理解方式。研究证实，增强现实（AR）的使用可以帮助中学生理解循环系统的复杂性。使用支持 AR 的教学材料的小组在循环系统知识方面表现出统计学上显著更好的提高，包括 SBF 框架的所有三个组成部分。
