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Biological Principles Successfully Guide Students' Generative Mechanistic Reasoning

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Title: Biological Principles Successfully Guide Students' Generative Mechanistic Reasoning
Language: English
Authors: Jennifer H. Doherty, Kylie A. Todd, Mary Pat Wenderoth, Aeryn L. VanDerSlik, Elijah J. Cole
Source: CBE - Life Sciences Education. 2025 24(4).
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Scientific Principles, Biology, Logical Thinking, Problem Solving, College Science, Schemata (Cognition), Physiology, Introductory Courses
DOI: 10.1187/cbe.24-12-0298
ISSN: 1931-7913
Abstract: How do undergraduates use biological principles to guide their reasoning when solving novel problems? Is it an effective strategy? To address these questions, we analyzed real-time discussions from small groups of students in an Introductory Organismal Biology course. We created a reasoning framework to characterize how students activated and linked their knowledge when constructing mechanistic explanations. We found that the principle of flux (flow rate ? gradient/resistance) served as a schema, a set of interconnected knowledge elements, that guided students' reasoning by focusing their attention on key components and their interactions. Students who used flux to guide their reasoning were more successful in constructing domain-plausible mechanistic explanations than students who did not use flux to guide their reasoning. However, students who used flux incorrectly, such as applying the wrong gradient for a given scenario, were less likely to generate domain-plausible answers. Our findings emphasize the importance of teaching disciplinary core principles, or core concepts, as schemas. Prioritizing core principles that function as predictive scientific models, providing explanatory power across contexts, can support students' generative reasoning. Still, students require foundational content knowledge, such as understanding gradients and resistances specific to each context, to effectively apply these principles.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493306
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22CBE+-+Life+Sciences+Education%22"><i>CBE - Life Sciences Education</i></searchLink>. 2025 24(4).
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  Data: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
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  Data: 1931-7913
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  Data: How do undergraduates use biological principles to guide their reasoning when solving novel problems? Is it an effective strategy? To address these questions, we analyzed real-time discussions from small groups of students in an Introductory Organismal Biology course. We created a reasoning framework to characterize how students activated and linked their knowledge when constructing mechanistic explanations. We found that the principle of flux (flow rate ? gradient/resistance) served as a schema, a set of interconnected knowledge elements, that guided students' reasoning by focusing their attention on key components and their interactions. Students who used flux to guide their reasoning were more successful in constructing domain-plausible mechanistic explanations than students who did not use flux to guide their reasoning. However, students who used flux incorrectly, such as applying the wrong gradient for a given scenario, were less likely to generate domain-plausible answers. Our findings emphasize the importance of teaching disciplinary core principles, or core concepts, as schemas. Prioritizing core principles that function as predictive scientific models, providing explanatory power across contexts, can support students' generative reasoning. Still, students require foundational content knowledge, such as understanding gradients and resistances specific to each context, to effectively apply these principles.
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