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This Work-in-Progress paper in the Research Category uses a retrospective mixed-methods study to better understand the factors that mediate learning of computational modeling by life scientists. Key stakeholders, including leading scientists, universities and funding agencies, have promoted computational modeling to enable life sciences research and improve the translation of genetic and molecular biology high- throughput data into clinical results. Software platforms to facilitate computational modeling by biologists who lack advanced mathematical or programming skills have had some success, but none has achieved widespread use among life scientists. Because computational modeling is a core engineering skill of value to other STEM fields, it is critical for engineering and computer science educators to consider how we help students from across STEM disciplines learn computational modeling. Currently we lack sufficient research on how best to help life scientists learn computational modeling. To address this gap, in 2017, we observed a short-format summer course designed for life scientists to learn computational modeling. The course used a simulation environment designed to lower programming barriers. We used semi-structured interviews to understand students' experiences while taking the course and in applying computational modeling after the course. We conducted interviews with graduate students and post- doctoral researchers who had completed the course. We also interviewed students who took the course between 2010 and 2013. Among these past attendees, we selected equal numbers of interview subjects who had and had not successfully published journal articles that incorporated computational modeling. This Work-in-Progress paper applies social cognitive theory to analyze the motivations of life scientists who seek training in computational modeling and their attitudes towards computational modeling. Additionally, we identify important social and environmental variables that influence successful application of computational modeling after course completion. The findings from this study may therefore help us educate biomedical and biological engineering students more effectively. Although this study focuses on life scientists, its findings can inform engineering and computer science education more broadly. Insights from this study may be especially useful in aiding incoming engineering and computer science students who do not have advanced mathematical or programming skills and in preparing undergraduate engineering students for collaborative work with life scientists.
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Overcoming the Challenges to Enhancing Experimental Plant Biology With Computational Modeling
The study of complex biological systems necessitates computational modeling approaches that are currently underutilized in plant biology. Many plant biologists have trouble identifying or adopting modeling methods to their research, particularly mechanistic mathematical modeling. Here we address challenges that limit the use of computational modeling methods, particularly mechanistic mathematical modeling. We divide computational modeling techniques into either pattern models (e.g., bioinformatics, machine learning, or morphology) or mechanistic mathematical models (e.g., biochemical reactions, biophysics, or population models), which both contribute to plant biology research at different scales to answer different research questions. We present arguments and recommendations for the increased adoption of modeling by plant biologists interested in incorporating more modeling into their research programs. As some researchers find math and quantitative methods to be an obstacle to modeling, we provide suggestions for easy-to-use tools for non-specialists and for collaboration with specialists. This may especially be the case for mechanistic mathematical modeling, and we spend some extra time discussing this. Through a more thorough appreciation and awareness of the power of different kinds of modeling in plant biology, we hope to facilitate interdisciplinary, transformative research.
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- PAR ID:
- 10280565
- Date Published:
- Journal Name:
- Frontiers in Plant Science
- Volume:
- 12
- ISSN:
- 1664-462X
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/fpls.2021.687652
