Biozobots — Using Ozobots to Engage College Students in Biology
Participate and share : Poster
Dr. Cynthia Galloway Dr. Marybeth Green
Metabolism, photosynthesis and cellular respiration are processes that strike fear into the hearts of many college students in introductory biology classes. Learn about a project that uses Ozobots as a means of creating nonlinguistic visualizations of these processes. Come see how we were able to use our robots to support our students' understanding.
|Audience:||Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators|
|Attendee devices:||Devices not needed|
|Topic:||Innovative learning environments|
|Grade level:||Community college/university|
|Subject area:||Science, STEM/STEAM|
|ISTE Standards:||For Educators:
After participating in our poster session, the participant will be able to:
1) Analyze the Metabolism, Photosynthesis, and Cellular Respiration Ozobot tracks for appropriate codes to demonstrate the process.
2) Discuss why these types of nonlinguistic visualizations support learners
3) Explain why reflection is a critical process in learning.
4) Create plans for using Ozobots to demonstrate learning in other scientific processes.
This project was supported by Clark & Pavio’s (1991) Dual-Coding Theory which asserts that the brain stores information in two interconnected information processing channels: verbal and visual. This theory posits that these channels are synergistic and that Information presented in both forms enables stronger retention and easier retrieval.
Initial evaluations of unit tests from the Ozobot class showed a significant difference when compared with the same tests in the non-Ozobot class.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational psychology review, 3(3), 149-210.
Fink, L.D. 2003. Creating significant learning experiences. San Francisco, CA: Jossey-Bass