ED478716 2002-10-00 Teaching about

the Life and Health of Cells. ERIC Digest.

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Teaching about the Life and Health of Cells. ERIC Digest................. 1

STUDYING CELLS............................................................. 2

RESOURCES IN THE ERIC DATABASE.................................. 8

REFERENCES.................................................................. 8

ERIC Identifier: ED478716

Publication Date: 2002-10-00

Author: Haury, David L.

Source: ERIC Clearinghouse for Science Mathematics and Environmental Education

Columbus OH.

Teaching about the Life and Health of Cells.

ERIC Digest.

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The cell is "the ultimate irreducible form of every living element, and...from it emanate all

the activities of life both in health and in sickness." Rudolph Ludwig Carl Virchow (1858,

translated 1860)

We've learned a lot about living cells since Robert Hooke (1665) viewed cork through a

crude microscope and likened the hollow chambers to the cells of a monastery. Now we

ED478716 2002-10-00 Teaching about the Life and Health of Cells. ERIC Digest. Page 1 of 10
know that living cells are dynamic micro-environments, complete with microtubule

transport networks and protein motors (see http://www.hhmi.org/news/vale.html). With

the development of cell theory in 1839 (Mazzarello, 1999), Biology became a theoretical

science, and with the publication of "Die Cellularpathologie" (Virchow, 1858), modern

clinical medicine gained a scientific foundation. Since then, good health came to be

viewed as an outward expression of healthy cells, with disease arising from the cells of

a tissue. Now, modern biotechnology is moving us along previously unimagined

avenues to health that involve the use of undifferentiated cells (stem cells) in developing

cell therapies, replacing diseased or dysfunctional cells with new, functioning cells.

Biologists' understanding of cells has been greatly enriched in recent decades

(Flannery, 1999). Though a long established field of study, cell biology has been

transformed from the study of microscopic curiosities to a theory-based study of life

itself, and now to a powerful new tool for creating health by marshalling the body's own

life forces. It seems time for the study of cells in school biology to become transformed

as well.

STUDYING CELLS

Study of organisms and cells in biology has been eclipsed in recent years by attention

to the rapidly developing fields of molecular and population genetics, with older domains

of biology serving primarily foundational and contextual roles. Indeed, the "National

Science Education Standards" (National Research Council, 1996) limit attention to cell

biology to such general ideas as structure and function of cells, the cell cycle, meiotic

cell division, membrane physiology, cell differentiation, and examination of cellular

structures and processes associated with energy production, transport, synthesis, waste

disposal, and genetic storage. These are important areas of foundational knowledge in

biology, but has the content in this area become frozen in time?

No; there is an important new role for cell biology at the precollege level, and it relates

to biotechnology and the enhancement of human well-being. Cancer, HIV, and other

significant threats to human health operate at the cellular level, and it is time to address

such topics systematically and directly. The "National Science Education Standards" do

promote attention to understandings about science and technology, understandings

about personal and community health, and understandings about the historical

perspectives of science. Cell biology is central to some of the most important topics and

understandings in these areas. For biology teachers, study of cells offers the

opportunity both to examine long-understood phenomena related to the structure and

function of living beings, and to explore quickly emerging ideas and technologies related

to the use of cells to enhance health. While not neglecting foundational content in cell

biology, particularly areas where students are known to have conceptual difficulties,

biology teachers are beginning to enrich the study of cells and biotechnology with

attention to their roles both in causing disease and enhancing health.

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Page 2 of 10 ED478716 2002-10-00 Teaching about the Life and Health of Cells. ERIC Digest.
Conceptual Difficulties

As long-standing as some foundational concepts in cell biology may be, they continue to

cause cognitive dissonance among students. Some of the most widely studied

misconceptions in cell biology relate to the concepts of diffusion and osmosis (Odom,

1995; Zuckerman, 1998; and others--see suggestions below for searching the ERIC

database). While studying conceptual difficulties, Friedler, Amir, & Tamir (1987) found

that use of textbook definitions, teleological language, and other issues related to use of

language and textbooks may contribute to misconceptions. Indeed, some textbooks in

the past were found to contain errors and misconceptions (Storey, 1992a, 1992b)

relating to cell physiology and energetics.

In more recent years, researchers have focused on ways to address conceptual

difficulties related to diffusion and osmosis within the classroom. Promising practices

include use of discussion groups in constructivist-informed classrooms (Christianson &

Fisher, 1999), use of concept mapping and the learning cycle (Odom & Kelly, 2001),

and computer animations (Sanger, Brecheisen, & Hynek, 2001). Recent research has

also focused on ways to help students better understand concepts related to meiosis

(Harrell, 2001; Wynne, Stewart, & Passmore, 2001).

Cells and Disease

The "National Science Education Standards" (NRC, 1996) and Virchow's work (1858)

have some elements in common: Both emphasize the importance of inquiry and

experimentation; both link science and technology; and both emphasize the central role

of science in personal and social perspectives, at least in the context of health and

disease. Following are examples of instructional approaches and materials that present

cell biology concepts in the context of diseases.

* Cell Biology And Cancer. The National Cancer Institute (1999) has produced a

supplemental curriculum guide that brings the latest medical discoveries to classrooms.

This inquiry-oriented module uses case studies and data analysis to help students

understand basic scientific principles related to cancer as a cellular phenomenon,

experience the processes of inquiry and learn more about the methods of science, and

recognize the role of science in society and the relationship between science and

personal and public health. This module includes five major sections: (1) Understanding

Cancer, (2) Implementing Module, (3) Student Activities, (4) Additional Resources for

Teachers, and (5) a glossary and references section. A CD-ROM is also included, as

well as linkages between the module and both the "National Science Education

Standards" and the contents of major biology textbooks.

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* Cell Biology and HIV. DiSpezio (1997) has developed a curriculum package (book and

video) that brings research on the HIV virus into science classrooms. Instructional

activities, readings, model design, guided discussions, and examples of research in

action are used to bring the science behind this infection into focus. Fundamental areas

of biology and health education covered include cell biology, general virus and HIV

structure, immune system function and HIV infection, drug therapeutics, and infection

prevention. The video features animations of concepts contained within the book,

interviews with leading scientists and health care workers, compelling stories of

adolescents living with HIV, and prevention strategies.

* Cell Biology and the Common Cold. Gillen and Mayor (1995) describe activities and

problem-solving exercises related to cell biology, rhino viruses, and new trends in

treatment of the common cold.

Stem Cells

This is an area of cell biology where instructional leadership and curriculum

development are needed. This is topic of great pubic interest, it represents the cutting

edge of research, and there are many issues related to science, technology, personal

health, and social perspectives. But there are few published resources offering

background information and instructional guidance for school science teachers.

Following are selected resources on the Web that point the way:

"Stem Cells: A Primer"

National Institutes of Health

http://www.nih.gov/news/stemcell/primer.htm

"Stem Cells: Scientific Progress and Future Research Directions"

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Page 4 of 10 ED478716 2002-10-00 Teaching about the Life and Health of Cells. ERIC Digest.
National Institutes of Health

http://www.nih.gov/news/stemcell/scireport.htm

"The Stem Cell Debate"

Time.Com

http://www.time.com/time/2001/stemcells/

"Stem Cell Research Lesson Plan"

PBS Newshour Online

http://www.pbs.org/newshour/extra/teachers/lessonplans/august01/ stemcells/

"Learning How Stem Cells Can Repair the Body"

New York Times Learning Network

http://www.nytimes.com/learning/teachers/lessons/20001107tuesday.h tml?

searchpv=learning_lessons

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"Stem Cell Research"

CNNfyi.com Lesson Plan

http://www.cnn.com/2001/fyi/lesson.plans/07/12/stem.cell/index.htm l

"The Bionic Body Teaching Guide"

Scientific American New Frontiers

http://www.pbs.org/saf/1107/teaching/teaching2.htm

"Stem Cells and the Future of Regenerative Medicine"

The National Academies Press (Read the book online)

http://www.nap.edu/catalog/10195.html

GENERAL WEB RESOURCES

"Cells and Cell Structure"

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Biology4Kids

http://www.biology4kids.com/files/cell_mai n.html

"Cells Alive!"

http://www.cellsalive.com/index.htm

"Cell Form and Function: Lesson Plans and Ideas"

http://www.win.co.nz/bioweb/cell.html

"Cell Biology Chapter"

MIT Hypertextbook

http://web.mit.edu/esgbio/www/cb/cbdir.html

"Studyin g the Cell"

Lubey's BioHELP!

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http://www.borg.com/~lubehawk/cell.htm

RESOURCES IN THE ERIC DATABASE

There are many records in the ERIC Database pertaining to cell biology that have not

been included here, but it takes a little searching to find them. The term cell biology is

not used to index records in ERIC, so it is best to search using cytology as a Descriptor,

combined with other relevant Descriptors, Identifiers, or keywords. Related Descriptors

include: "diseases", "diffusion", "misconceptions", "cancer", "acquired immune

deficiency syndrome", "protozoa", or "microscopes". Related Identifiers include:

"osmosis", "mitosis", "meiosis", "organelles", "cells (biology)", "cloning", and "stem

cells". You can narrow your search by combining these terms with one or more of the

following Descriptors: "science activities", "science curriculum", "science instruction",

"laboratory experiments", "science laboratories", "concept formation", "scientific

concepts", or similar terms. You can further narrow your search by using education level

Descriptors, such as "elementary education", "middle schools", "intermediate grades",

"junior high schools", "secondary education", or individual grade levels. You can search

the database on the Web at http://ericir.syr.edu/Eric/adv_search.shtml.

REFERENCES

Christianson, R. G., & Fisher, K. M. (1999, July). Comparison of student learning about

diffusion and osmosis in constructivist and traditional classrooms. "International Journal

of Science Education", 21 (6), 687-98. [EJ 586 724]

DiSpezio, M. (1997). "The science of HIV". Arlington, VA: National Science Teachers

Association.

Flannery, M. C. (1999, January). At home in the cell. "American Biology Teacher", 61

(1), 64-68.

Friedler, Y., Amir, R., & Tamir, P. (1987). High school students' difficulties in

understanding osmosis. "International Journal of Science Education", 9 (5Z), 541-551.

Gillen, A. L., & Mayor, H. D. (1995, September). Why do we keep catching the common

cold? "American Biology Teacher", 57 (6), 336-42. [EJ 512 682]

Harrell, P. E. (2001, April). How a dragon gets its wings. Science Teacher, 68 (4),

52-57.

Hooke, R. (1665). "Micrographia". London. [Facsimile edition available on CD-ROM,

published by Octavio]

Mazzarello, P. (1999, May). A unifying concept: The history of cell theory. "Nature Cell

Biology", 1, E13-15. [Available online at: www.biochem.wisc.edu/biochem602/

reading_pdfs_1/01mazzarello.pdf).

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National Cancer Institute. (1999). "Cell biology and cancer". Colorado Springs, CO:

BSCS; Seattle, WA: Videodiscovery. [ED 451 029] [Available online at:

http://science.education.nih.gov/supplements/nih1/cancer/]

National Research Council. (1996). "National Science Education Standards".

Washington, DC: National Academy Press. [Available Online at:

http://www.nap.edu/html/nses/html]

Odom, A. L. (1995, October). Secondary & college biology students' misconceptions

about diffusion & osmosis. "American Biology Teacher", 57 (7), 409-15. [EJ 518 917]

Odom, A. L., & Kelly, P. V. (2001, November). Integrating concept mapping and the

learning cycle to teach diffusion and osmosis concepts to high school biology students.

"Science Education", 85 (6), 615-635. [EJ 643 870]

Sanger, M.J., Brecheisen, D. M., & Hynek, B. M. (2001, February). Can computer

animations affect college biology students' conceptions about diffusion and osmosis?

"American Biology Teacher", 63 (2), 104-109. [EJ 625 569]

Storey, R. D. (1992a, March). Textbook errors and misconceptions in biology: Cell

energetics. "American Biology Teacher", 54 (3), 161-166. [EJ 473 425]

Storey, R.D. (1992b, April). Textbook errors and misconceptions in biology: Cell

physiology. "American Biology Teacher", 54 (4), 200-203). [EJ 473 427]

Virchow, R. (1858). "Die Cellularpathologie in ihrer Begr1ndung auf physiologische und

pathologische Gewebelehre". Berlin: Verlag von August Hirschwald.

Wynne, C. F.,Stewart, J., & Passmore, C. (2001, May). High school students' use of

meiosis when solving genetics problems. "International Journal of Science Education",

23 (5), 501-15. [EJ 627 121]

Zuckerman, J. T. (1998). Representations of an osmosis problem. "American Biology

Teacher", 60 (1), 27-30. [EJ 560 015]

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This digest was funded by the Office of Educational Research and Improvement, U.S.

Department of Education, under contract no. ED-99-CO-0024. Opinions expressed in

this digest do not necessarily reflect the positions or policies of OERI or the U.S.

Department of Education.

Title: Teaching about the Life and Health of Cells. ERIC Digest.

Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)

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Descriptors: Biology, Biotechnology, Cytology, Elementary Secondary Education,

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