1887

Guided Inquiry and Consensus-Building Used to Construct Cellular Models

    Author: Joel I. Cohen1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Parkland Magnet Middle School, Rockville, MD 20853
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 May 2015
    • Supplemental materials available at http://jmbe.asm.org
    • Corresponding author. Mailing address: Parkland Magnet Middle School, 4610 West Frankfort Drive, Rockville, MD 20853. Phone: 301-438-5700. Fax: 301-460-2699. E-mail: Joel_I_Cohen@mcpsmd.org.
    • ©2015 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. May 2015 vol. 16 no. 1 41-49. doi:10.1128/jmbe.v16i1.809
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    Abstract:

    Using models helps students learn from a “whole systems” perspective when studying the cell. This paper describes a model that employs guided inquiry and requires consensus building among students for its completion. The model is interactive, meaning that it expands upon a static model which, once completed, cannot be altered and additionally relates various levels of biological organization (molecular, organelle, and cellular) to define cell and organelle function and interaction. Learning goals are assessed using data summed from final grades and from images of the student’s final cell model (plant, bacteria, and yeast) taken from diverse seventh grade classes. Instructional figures showing consensus-building pathways and seating arrangements are discussed. Results suggest that the model leads to a high rate of participation, facilitates guided inquiry, and fosters group and individual exploration by challenging student understanding of the living cell.

Key Concept Ranking

Rough Endoplasmic Reticulum
0.55672157
Endoplasmic Reticulum
0.46331424
Amino Acid Addition
0.45464334
0.55672157

References & Citations

1. Ausubel DP1968Educational psychology: a cognitive viewHolt, Rinehart and WinstonNew York, NY
2. Bushell J2001A model of the ultrastructure of a cellJ Biol Educ35315215310.1080/00219266.2001.9655765 http://dx.doi.org/10.1080/00219266.2001.9655765
3. Dambekalns L, Medina-Jerez W2012Cell organelles and silk batik: a model for integrating art and scienceSci Scope3624451
4. diCarlo SE2006Cell biology should be taught as science is practicedNature7290295
5. Driver R, Squires A, Rushworth P, Wood-Robinson V1994Making sense of secondary science: research into children’s ideas224RoutledgeLondon, UK, and New York, NY
6. Grady K, Jeanpierre B2011Tried and true: population 75 trillion—cells, organelles, and their functionsSci Scope3456469
7. Harris CJ, Rooks DL2010Managing inquiry-based science: challenges in enacting complex science instruction in elementary and middle school classroomsJ Sci Teach Educ2122724010.1007/s10972-009-9172-5 http://dx.doi.org/10.1007/s10972-009-9172-5
8. Lehrer R, Schauble L2006Cultivating model-based reasoning in science education371388 Sawyer KCambridge handbook of the learning sciencesCambridge University PressCambridge, MA
9. Minogue J, Jones G, Broadwell B, Oppewal T2006Exploring cells from the inside out: new tools for the classroomSci Scope2962832
10. NGSS Lead States2013Next generation science standards: for states, by statesThe National Academies PressWashington, DC
11. Palombi PS, Jagger KS2003Learning about cells as dynamic entities: an inquiry-driven cell culture projectBioscene3422733
12. Pollard TD2013No question about exciting questions in cell biologyPLoS Biol1112e100173410.1371/journal.pbio.1001734243482013859671 http://dx.doi.org/10.1371/journal.pbio.1001734
13. Saunders C, Taylor A2014Close the textbook & open “The cell: an image library.”Am. Biol. Teach.76320120710.1525/abt.2014.76.3.9 http://dx.doi.org/10.1525/abt.2014.76.3.9
14. Schwarz C, Passmore C2012Preparing for NGSS: developing and using modelsNSTA Web SeminarsSeptember25
15. Tibell LEA, Rundgren C-J2010Educational challenges of molecular life science: characteristics and implications for education and researchCBE Life Sci. Educ.Spring91253310.1187/cbe.08-09-0055201948052830159 http://dx.doi.org/10.1187/cbe.08-09-0055
16. Waldron I2011Cells as molecular factories2Department of Biology, University of Pennsylvania, Philadelphia. [Online.] http://serendip.brynmawr.edu/exchange/bioactivities.
17. Waldron I2013Cell Structure and function—major concepts and learning activities16[Online.] http://serendip.brynmawr.edu/exchange/bioactivities.
18. Wright R, Boggs J2002Learning cell biology as a team: a project-based approach to upper division cell biologyCell Biol Educ114515310.1187/cbe.02-03-0006 http://dx.doi.org/10.1187/cbe.02-03-0006
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/content/journal/jmbe/10.1128/jmbe.v16i1.809
2015-05-01
2017-09-22

Abstract:

Using models helps students learn from a “whole systems” perspective when studying the cell. This paper describes a model that employs guided inquiry and requires consensus building among students for its completion. The model is interactive, meaning that it expands upon a static model which, once completed, cannot be altered and additionally relates various levels of biological organization (molecular, organelle, and cellular) to define cell and organelle function and interaction. Learning goals are assessed using data summed from final grades and from images of the student’s final cell model (plant, bacteria, and yeast) taken from diverse seventh grade classes. Instructional figures showing consensus-building pathways and seating arrangements are discussed. Results suggest that the model leads to a high rate of participation, facilitates guided inquiry, and fosters group and individual exploration by challenging student understanding of the living cell.

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Figures

Image of FIGURE 1.

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FIGURE 1.

Pathway and steps used for guided inquiry and consensus-building while constructing model cells.

Source: J. Microbiol. Biol. Educ. May 2015 vol. 16 no. 1 41-49. doi:10.1128/jmbe.v16i1.809
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Image of FIGURE 2.

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FIGURE 2.

Eight table groups of four students each, identified by organism, and showing their matching tables used in participatory cellular communication and exchange.

Source: J. Microbiol. Biol. Educ. May 2015 vol. 16 no. 1 41-49. doi:10.1128/jmbe.v16i1.809
Download as Powerpoint
Image of FIGURE 3.

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FIGURE 3.

Student-generated cell model of plant cells.

Source: J. Microbiol. Biol. Educ. May 2015 vol. 16 no. 1 41-49. doi:10.1128/jmbe.v16i1.809
Download as Powerpoint
Image of FIGURE 4.

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FIGURE 4.

Student-generated model of yeast cells.

Source: J. Microbiol. Biol. Educ. May 2015 vol. 16 no. 1 41-49. doi:10.1128/jmbe.v16i1.809
Download as Powerpoint
Image of FIGURE 5.

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FIGURE 5.

Student-generated model of bacterial cells.

Source: J. Microbiol. Biol. Educ. May 2015 vol. 16 no. 1 41-49. doi:10.1128/jmbe.v16i1.809
Download as Powerpoint

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