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dc.contributor.authorJohann, Leonie Isabelle
dc.contributor.authorRusk, Fredrik
dc.contributor.authorMessig, Denis
dc.contributor.authorGroß, Jorge
dc.date.accessioned2020-06-24T09:20:04Z
dc.date.available2020-06-24T09:20:04Z
dc.date.issued2020-05-28
dc.description.abstractBy 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 <i>compartmentalisation</i>, <i>physical and chemical properties</i>, and <i>multicellular coordination</i> 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.en_US
dc.identifier.citationJohann L, Rusk F, Messig, Groß. Content-Based and Cognitive-Linguistic Analysis of Cell Membrane Biology: Educational Reconstruction of Scientific Conceptions. Education Sciences. 2020;10(16)en_US
dc.identifier.cristinIDFRIDAID 1813113
dc.identifier.doihttps://doi.org/10.3390/educsci10060151
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/10037/18643
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.relation.journalEducation Sciences
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2020 The Author(s)en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.titleContent-Based and Cognitive-Linguistic Analysis of Cell Membrane Biology: Educational Reconstruction of Scientific Conceptionsen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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