Abstract
By means of their pivotal role in the outbreak of a variety of diseases, such as, recently, COVID-19, the molecular aspects of cell membrane function have gained considerable attention from researchers in recent decades. The resulting information explosion and the growing interdisciplinary character of cell biology seems, however, to not be represented in science classrooms. Hence, there appears to be a gap between what is scientifically known and what is actually taught in classrooms. Framed by the model of educational reconstruction (MER), the aim of our study is therefore to identify scientific core ideas of cell membrane biology from an educational point of view. This is achieved by conducting qualitative content analysis of relevant cell biology literature. By using Conceptual Metaphor as a theory of understanding, we additionally illuminate the experiential grounding of scientific conceptions. Our results propose that cell membrane biology can be structured into three core ideas, comprising compartmentalisation, physical and chemical properties, and multicellular coordination interrelated by evolution as a key aspect. Our results show that scientists conceive these ideas metaphorically. Embodied part-whole relations seem, for example, to lay the grounds for their understanding of biological function. The outcomes of the study may inform future cell membrane teaching.
Highlights
In order to successfully plan and accomplish fruitful teaching interventions, it is important for educators to have knowledge about the scientific content and methods in question [1]
The results of the critical scrutiny of linguistic expressions we found to be crucial for the communication of cell membrane biology are presented in 4.3 and summarised in
Scientific Core Ideas of Cell Membrane Biology are Interrelated by the Key Aspect of Evolution
Summary
In order to successfully plan and accomplish fruitful teaching interventions, it is important for educators to have knowledge about the scientific content and methods in question [1]. Increasing interdisciplinarity and the general information explosion that is connected to the molecular aspects of cell biology can make this a challenging task for educators [2,3,4]. Investigating the structure and function of membrane components has, received much attention [5,6,7,8]. Cell (membrane) biology is part of the biology curriculum at upper secondary schools (high school, K-12) in Norway, there seems to be little focus on mediating cell membrane function in the context of underlying molecular aspects.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
