Content-Based and Cognitive-Linguistic Analysis of Cell Membrane Biology: Educational Reconstruction of Scientific Conceptions
| Autor: | Jorge Groß, Fredrik Rusk, Leonie Johann, Denis Messig |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
0301 basic medicine
Public Administration Matematikk og Naturvitenskap: 400::Basale biofag: 470::Cellebiologi: 471 [VDP] Physical Therapy Sports Therapy and Rehabilitation Experiential learning Science education Literal and figurative language Education 03 medical and health sciences model of educational reconstruction Developmental and Educational Psychology Computer Science (miscellaneous) Sociology Information explosion cell membranes Cognitive science molecular life sciences 05 social sciences scientific clarification 050301 education Conceptual metaphor conceptual metaphor VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 Computer Science Applications Variety (cybernetics) Multicellular organism 030104 developmental biology Embodied cognition Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283 [VDP] science education lcsh:L VDP::Social science: 200::Education: 280 0503 education lcsh:Education |
| Zdroj: | Education Sciences Volume 10 Issue 6 Education Sciences, Vol 10, Iss 151, p 151 (2020) |
| ISSN: | 2227-7102 |
| DOI: | 10.3390/educsci10060151 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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