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

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.

Can Hybrid Group Guidance with the Values-based Cognitive Reconstruction Technique "Ngudi Kasampurnan" Increase Religious Tolerance in Students?

“…This cognitive reconstruction involves correcting and changing thought patterns and beliefs that can influence individual attitudes and behavior towards adherents of other religions (Bontchev et al, 2018;MubarİK et al, 2020;Tran The, 2022). With cognitive reconstruction, individuals can be more open and appreciate differences in religious beliefs, thereby creating a more harmonious and peaceful environment (Johann et al, 2020). In the context of "ngudi kasampurnan", values such as compassion, honesty, and justice are the main foundations for building religious tolerance.…”

Social Stigma of COVID-19: A Semiotic Analysis of WHO Campaign Posters

“…Roland Barthes"s semiotic theory and approach were influenced by semiology, the general science of signs, by Saussure. The sign is involved in a three-dimension relationship (Barthes, 1977;Johann, Groß, Messig, & Rusk, 2020;Monticelli, 2016). A sign includes the relationships drawn between a signifier (a sound/mark) and signified (a concept) (Allen, 2004;Ashwin, 1984).…”

Adapting science education during crises: first lessons from the COVID-19 pandemic

“…However, not all aspects of science education can be easily transferred to online settings. In contrast, Archila et al [1], Johann et al [4] argue that historical and philosophical perspectives are essential for understanding the nature and development of science, especially in times of crisis. They propose various ways to integrate historical and philosophical dimensions into science education, such as using historical case studies, analyzing scientific controversies, and examining ethical and social implications of scientific discoveries.…”

“…Johann et al [4] focused on cell membrane biology education. Researchers used the Model of Educational Reconstruction (MER) and Conceptual Metaphor theory to identify core ideas related to cell membrane ∼ 2 ∼ biology.…”

“…Another theme that emerges from the articles is the need for a cognitivelinguistic approach to science education. Johann et al [4] examine how language shapes scientific thinking and communication, and how different linguistic features can affect students' comprehension and retention of scientific concepts. Authors suggest various strategies to enhance students' cognitive-linguistic skills, such as using metaphors, analogies, narratives, and visualizations.…”