Towards systems thinking in cell biology education

Abstract

Students are taught a large variety of life structures and processes at the cellular level. The concepts used to describe them are mainly drawn from the sub-cellular level, but this knowledge seems to be fragmentary if its integration at the cellular and organismic level remains undone. As a consequence, many students fail to acquire coherent conceptual understanding of the cell as a basic and functional unit of the organism. To enhance the coherence in students’ cell biological knowledge we introduce systems thinking as a key competence. A main characteristic of systems thinking is distinguishing and relating the various levels of biological organization, i.e. molecules, cells, organs, organisms and populations, in describing and explaining life phenomena. The aim of this study was to develop a theoretically founded and empirically tested learning and teaching (LT) strategy for cell biology in upper-secondary biology education based on systems theoretical notions. This aim was accomplished by means of a developmental research project. In the explorative phase of our research project, the general characteristics and structure of the (supposedly effective) teaching and learning process for cell biology from a systems theoretical perspective were identified. A significant part of the theoretical foundation of the study was articulated during this phase. This foundation includes the domain specific subject matter, i.e. its contents and conceptual structure, and reported solutions to learning problems within the domain. Studying relevant literature and testing some first theory-based ideas in the context of a classroom setting resulted in a problem diagnosis and inventory of solutions. The explorative phase resulted in the definition of design criteria for a preliminary LT-strategy that was tested in the cyclic research phase. In this phase two case studies at different schools were planned. Research data were collected through: classroom observations, interviews with teacher and students, audio-taped oral discussions, completed worksheets, written tests and questionnaires. The research findings were reflected on and the learning and teaching strategy was subsequently reshaped and formalized through elaborating on the three main pillars that founded the strategy: the problem posing structure, the focus on acquisition of coherent cell biological knowledge and the process of modelling. The way towards coherent cell biological knowledge and acquiring systems thinking competence is paved by a succession of six phases, which constitute the didactical structure of the LT-strategy. These phases have been marked as general orientation on cell biology, developing a model of free-living cells, application of the developed model to cells as part of an organism, building a model of a plant cell, explication of systems thinking and application of the systems model. Although acquiring systems thinking appeared to be not that simple, it contributed to improving learning outcomes i.e. acquisition of a coherent conceptual understanding of cell biology and acquisition of initial systems thinking competence. Considering the wider application of systems thinking, the acquisition of systems thinking competence, i.e. being able and willing to use different systems models as metacognitive tools, deserves further study. Trefwoorden biology education, cellbiology, systems thinking, learning and teaching strategy, developmental research Students are taught a large variety of life structures and processes at the cellular level. The concepts used to describe them are mainly drawn from the sub-cellular level, but this knowledge seems to be fragmentary if its integration at the cellular and organismic level remains undone. As a consequence, many students fail to acquire coherent conceptual understanding of the cell as a basic and functional unit of the organism. To enhance the coherence in students’ cell biological knowledge we introduce systems thinking as a key competence. A main characteristic of systems thinking is distinguishing and relating the various levels of biological organization, i.e. molecules, cells, organs, organisms and populations, in describing and explaining life phenomena. The aim of this study was to develop a theoretically founded and empirically tested learning and teaching (LT) strategy for cell biology in upper-secondary biology education based on systems theoretical notions. This aim was accomplished by means of a developmental research project. In the explorative phase of our research project, the general characteristics and structure of the (supposedly effective) teaching and learning process for cell biology from a systems theoretical perspective were identified. A significant part of the theoretical foundation of the study was articulated during this phase. This foundation includes the domain specific subject matter, i.e. its contents and conceptual structure, and reported solutions to learning problems within the domain. Studying relevant literature and testing some first theory-based ideas in the context of a classroom setting resulted in a problem diagnosis and inventory of solutions. The explorative phase resulted in the definition of design criteria for a preliminary LT-strategy that was tested in the cyclic research phase. In this phase two case studies at different schools were planned. Research data were collected through: classroom observations, interviews with teacher and students, audio-taped oral discussions, completed worksheets, written tests and questionnaires. The research findings were reflected on and the learning and teaching strategy was subsequently reshaped and formalized through elaborating on the three main pillars that founded the strategy: the problem posing structure, the focus on acquisition of coherent cell biological knowledge and the process of modelling. The way towards coherent cell biological knowledge and acquiring systems thinking competence is paved by a succession of six phases, which constitute the didactical structure of the LT-strategy. These phases have been marked as general orientation on cell biology, developing a model of free-living cells, application of the developed model to cells as part of an organism, building a model of a plant cell, explication of systems thinking and application of the systems model. Although acquiring systems thinking appeared to be not that simple, it contributed to improving learning outcomes i.e. acquisition of a coherent conceptual understanding of cell biology and acquisition of initial systems thinking competence. Considering the wider application of systems thinking, the acquisition of systems thinking competence, i.e. being able and willing to use different systems models as metacognitive tools, deserves further study.

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