摘要翻译：
作为科学家和公民，如果学生要成功地解决真实而复杂的生物学问题，他们需要在本科期间练习解决这些问题。在过去的三十年里，物理教育研究者对学生问题解决进行了研究。虽然物理和生物问题在结构和内容上有所不同，但教学目的是紧密一致的：解释自然界的模式和过程，并对物理和生物系统做出预测。在这篇文章中，我们讨论了由物理教育研究者开发的研究支持的方法如何被生物学家采用，以提高学生解决问题的技能。首先，我们将生物学学生通常被要求解决的问题与真实的、复杂的问题进行比较。然后，我们描述了经过研究验证的物理课程的发展，强调解决问题的过程技能。我们表明，解决真实的、复杂的生物学问题需要实践物理学家和生物学家在表示问题、寻求关系、做出预测和验证或检查解决方案时使用的许多相同的技能。我们断言，获得这些技能可以帮助生物学生成为胜任的问题解决者。最后，我们提出了生物学者如何在课堂上应用物理教育的经验教训，并启发生物教育研究的新课题。（将出现在细胞生物学教育-生命科学教育中）
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英文标题：
《How can we improve problem-solving in undergraduate biology? Applying
  lessons from 30 years of physics education research》
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作者：
Anne-Marie Hoskinson and Marcos D. Caballero and Jennifer K. Knight
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最新提交年份：
2013
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分类信息：

一级分类：Physics        物理学
二级分类：Physics Education        物理教育
分类描述：Report of results of a research study, laboratory experience, assessment or classroom practice that represents a way to improve teaching and learning in physics. Also, report on misconceptions of students, textbook errors, and other similar information relative to promoting physics understanding.
一项研究、实验室经验、评估或课堂实践的结果报告，它代表了一种改进物理教与学的方法。此外，报告学生的误解，教科书错误，以及其他与促进物理理解有关的类似信息。
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一级分类：Quantitative Biology        数量生物学
二级分类：Other Quantitative Biology        其他定量生物学
分类描述：Work in quantitative biology that does not fit into the other q-bio classifications
不适合其他q-bio分类的定量生物学工作
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英文摘要：
  If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the last three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.   (To appear in Cell Biology Education - Life Sciences Education)
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PDF链接：
https://arxiv.org/pdf/1209.0745