Content-Based and Cognitive-Linguistic Analysis of Cell Membrane Biology: Educational Reconstruction of Scientific Conceptions

Autor/inn/en	Johann, Leonie; Groß, Jorge; Messig, Denis; Rusk, Fredrik
Titel	Content-Based and Cognitive-Linguistic Analysis of Cell Membrane Biology: Educational Reconstruction of Scientific Conceptions
Quelle	In: Education Sciences, 10 (2020), Artikel 151 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Johann, Leonie) ORCID (Groß, Jorge) ORCID (Messig, Denis) ORCID (Rusk, Fredrik)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Cytology; Science Education; Scientific Concepts; Molecular Biology; Scientific Research; Fundamental Concepts; Figurative Language; Scientists + Suchen Sie Ihr Suchwort? Zytologie; Naturwissenschaftliche Bildung; Molekularbiologie; Grundlagenplan; Konzept; Scientist; Wissenschaftler
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01