Student Surveys
Instrument 1: STELLA Modeling Assessment: Plant Biology
Project: Computer Simulation Modeling Using STELLA to Enhance Investigative Learning in a Biology Curriculum
Union College
Funding Source: NSF - Division of Undergraduate Education (DUE)
Purpose: Affective reaction to the modeling intervention
Administered To: Undergraduate plant biology (BIO 153) students in Spring 2001
Topics Covered:
- Attitudes and Beliefs (Student): content, method, technology, assignments, knowledge, understanding, practical values
- Content Specific Assessment: undergraduate science plant biology-photosynthesis and invasive species
- Impact Variables: ease of use, instructional methods, technology/equipment use, process skills, student attitudes, student understanding, practical values
- Instructional Practices: instructional approach
- Instructional Preference: methods
- Learning Environment: equipment
- Limitations & Barriers: ease of use
- Perceptions (Student): ease of use
- Project Evaluation: effectiveness, practical value, opportunity to practice, ease of use, content, activities, skills, assignments, technology use, integration
Format/Length: 10 closed-ended scaled questions and 5 open-ended questions
STELLA Modeling Assessment
Plant Biology (BIO 153)
Spring 2001
Class (circle one): frosh sophomore
junior senior other (list)
Major:
Bio courses taken:
Career goals:
Consider the STELLA based modeling you performed as part of the photosynthesis and invasive
species labs. For each of the following statements, indicate whether you strongly agree, agree,
have no opinion, disagree or strongly disagree by circling the appropriate number.
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strongly
agree
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agree
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no
opinion
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disagree
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1. STELLA models were easy to construct and operate.
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2. STELLA modeling helped me understand the role of the Calvin Cycle in the photosynthetic process. |
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| 3. I would have learned more from the laboratory if we had performed more experiments rather than doing the modeling. |
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| 4. I had difficulty understanding how to parameterize the competition model. |
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| 5. I would like other courses to incorporate STELLA modeling into their laboratories. |
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| 6. The competition model helped me understand how differences in plant allocation affect competition in plants. |
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| 7. The STELLA modeling was NOT a useful learning exercise. |
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8. The STELLA models we constructed were realistic enough for their output to relate meaningfully to the process of photosynthesis. |
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9. The STELLA models we constructed were realistic enough for their output to relate meaningfully to the process of plant competition. |
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| 10. I enjoyed the STELLA modeling experience. |
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Please answer the following as they relate to the STELLA modeling experience and software.
11. Did the STELLA photosynthesis model help you understand the process of photosynthesis
and the factors that control the light and dark reactions? If so, explain how it helped. Be
as specific as possible. If the modeling exercise did not help, comment on how its use could
be modified to provide you with deeper insight into photosynthesis.
12. Did the STELLA photosynthesis model you constructed help you interpret the photosynthesis data you collected? If so, how. If not, how could the exercise be improved to help? Be as specific as possible.
13. In what ways, if any, did the plant competition model help you understand the mechanisms by which plants compete? Please be as specific as possible.
14. What ways could the laboratory experiences that integrated STELLA modeling and experiments be improved? Again, be as specific as possible.
15. Can you think of other laboratory experiences you have had at Union that would benefit by adding a modeling exercise in conjunction with experiment? If so, please list the course and experiment.
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