Calcium Regulation Assignment: Alternative Styles in Successfully Learning About Biological Mechanisms

We have developed a pedagogical approach wherein learners acquire systems thinking skills and content knowledge by constructing qualitative representations. In this paper, we focus on how learners learn about the biological mechanisms of calcium regulation by constructing such a representation, how they interact with the software, and the effect on learning outcomes. The software contains various functionalities to support learners, and a workbook guides them through the process. Cluster analysis of learners’ use of the software categorizes them into three styles, which we have labelled: exploratory, comprehensive, and efficient. Learning outcomes are evaluated through pre- and post-tests and show overall improvement on systems thinking skills and content knowledge. No significant differences in outcome are observed between the interaction styles of learners. This implies that constructing qualitative representations effectively increases learners’ systems thinking skills and understanding of calcium regulation, regardless of their interaction style.