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Guided Inquiry and Consensus-Building Used to Construct Cellular Models

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 c...

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Detalles Bibliográficos
Autor principal: Cohen, Joel I.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society of Microbiology 2015
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4416503/
https://www.ncbi.nlm.nih.gov/pubmed/25949756
http://dx.doi.org/10.1128/jmbe.v16i1.809
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author Cohen, Joel I.
author_facet Cohen, Joel I.
author_sort Cohen, Joel I.
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description 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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spelling pubmed-44165032015-05-06 Guided Inquiry and Consensus-Building Used to Construct Cellular Models Cohen, Joel I. J Microbiol Biol Educ Curriculum 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. American Society of Microbiology 2015-05-01 /pmc/articles/PMC4416503/ /pubmed/25949756 http://dx.doi.org/10.1128/jmbe.v16i1.809 Text en ©2015 Author(s). Published by the American Society for Microbiology. This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
spellingShingle Curriculum
Cohen, Joel I.
Guided Inquiry and Consensus-Building Used to Construct Cellular Models
title Guided Inquiry and Consensus-Building Used to Construct Cellular Models
title_full Guided Inquiry and Consensus-Building Used to Construct Cellular Models
title_fullStr Guided Inquiry and Consensus-Building Used to Construct Cellular Models
title_full_unstemmed Guided Inquiry and Consensus-Building Used to Construct Cellular Models
title_short Guided Inquiry and Consensus-Building Used to Construct Cellular Models
title_sort guided inquiry and consensus-building used to construct cellular models
topic Curriculum
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4416503/
https://www.ncbi.nlm.nih.gov/pubmed/25949756
http://dx.doi.org/10.1128/jmbe.v16i1.809
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