Details
| Original language | English |
|---|---|
| Article number | 151 |
| Pages (from-to) | 151 |
| Journal | Education Sciences |
| Volume | 10 |
| Issue number | 6 |
| Publication status | Published - 28 May 2020 |
| Externally published | Yes |
Abstract
Keywords
- science education, cell membranes, conceptual metaphor, model of educational reconstruction, scientific clarification, molecular life sciences, Science education, Conceptual metaphor, Scientific clarification, Cell membranes, Molecular life sciences, Model of educational reconstruction
ASJC Scopus subject areas
- Computer Science(all)
- Computer Science (miscellaneous)
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
- Health Professions(all)
- Physical Therapy, Sports Therapy and Rehabilitation
- Computer Science(all)
- General Computer Science
- Computer Science(all)
- Computer Science Applications
- Social Sciences(all)
- Public Administration
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In: Education Sciences, Vol. 10, No. 6, 151, 28.05.2020, p. 151.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Content-Based and Cognitive-Linguistic Analysis of Cell Membrane Biology: Educational Reconstruction of Scientific Conceptions
AU - Johann, Leonie
AU - Groß, Jorge
AU - Messig, Denis
AU - Rusk, Fredrik
PY - 2020/5/28
Y1 - 2020/5/28
N2 - 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.
AB - 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.
KW - science education
KW - cell membranes
KW - conceptual metaphor
KW - model of educational reconstruction
KW - scientific clarification
KW - molecular life sciences
KW - Science education
KW - Conceptual metaphor
KW - Scientific clarification
KW - Cell membranes
KW - Molecular life sciences
KW - Model of educational reconstruction
UR - http://www.scopus.com/inward/record.url?scp=85085708624&partnerID=8YFLogxK
U2 - 10.3390/educsci10060151
DO - 10.3390/educsci10060151
M3 - Article
VL - 10
SP - 151
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 6
M1 - 151
ER -