Patricia Schneeberger

Education Catching up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students’ learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employed realistic renderings, using computer-generated Protein Data Bank (PDB) structures; realistic-schematic renderings, using shapes inspired by PDB structures; or schematic renderings, using simple geometric shapes to represent cellular components. The control group received a list of keywords. When students were asked to draw and describe the process in their own style and to reply to multiple-choice questions, the three iconographic approaches equally improved the overall outcome of the tests (relative to keywords). Students found the three approaches equally useful but, when asked to select a preferred style, they largely favored a realistic-schematic style. When students were asked to annotate “raw” realistic images, both keywords and schematic representations failed to prepare them for this task. We conclude that supplementary images facilitate the comprehension process and despite their visual clutter, realistic representations do not hinder learning in an introductory course.

Analysis of students' aptitude to provide meaning to images that represent cellular components at the molecular level.

The number of experimentally derived structures of cellular components is rapidly expanding, and this phenomenon is accompanied by the development of a new semiotic system for teaching. The infographic approach is shifting from a schematic toward a more realistic representation of cellular components. By realistic we mean artist-prepared or computer graphic images that closely resemble experimentally derived structures and are characterized by a low level of styling and simplification. This change brings about a new challenge for teachers: designing course instructions that allow students to interpret these images in a meaningful way. To determine how students deal with this change, we designed several image-based, in-course assessments. The images were highly relevant for the cell biology course but did not resemble any of the images in the teaching documents. We asked students to label the cellular components, describe their function, or both. What we learned from these tests is that realistic images, with a higher apparent level of complexity, do not deter students from investigating their meaning. When given a choice, the students do not necessarily choose the most simplified representation, and they were sensitive to functional indications embedded in realistic images.

Interactions among children in scholastic contexts and knowledge aquisition in biology

This article presents the first results of an investigation in a scholastic context aimed a determining the conditions that favour the acquisition of knowledge in biology within interactions in groups of 4 pupils. There were three work sessions in small groups, and some sessions in class groups. The pupils’ conceptions were assessed at the beginning and the end of learning as well as at the beginning of the first and second group sessions. The pupils had to compare their ideas and draw one or several pictures with a caption or some sentences to explain if necessary. Interactional analysis showed that the co-development-type interactive dynamics (according to Gilly) contribute to constructing the conceptual field studied owing to the questions the pupils ask one another. Conflicting comparison-type dynamics are benficial providing that each pupil does not put forward only arguments that contribute to confirminghis own opinions. Moreover, it seems that the quality of the interactions depends on the tasks the pupils are requested to accomplish.RésuméCet article présente les premiers résultats d’une recherche, en situation scolaire, visant à déterminer les conditions favorisant l’acquisition de connaissances en biologie au sein de petits groupes interactifs de 4 élèves. Il y a eu 3 séances de travail en petits groupes, encadrées de séances en groupe classe. Les conceptions des élèves ont été évaluées au début et à la fin des enseignements ainsi qu’au début de la première et deuxième séance de groupe. Les élèves devaient confronter leurs idées et produire un ou plusieurs dessins explicatifs, légendés, accompagnés si nécessaire de quelques phrases. L’analyse des interactions montre que les dynamiques interactives de type “co-construction” (au sens de Gilly) contribuent à la constitution du champ conceptuel étudié, ce qui se manifeste par la quantité de questionnements que se posent les élèves. Les dynamiques de type “confrontations contradictoires” sont bénéfiques à condition que les arguments avancés par chaque élève ne contribuent pas à renforcer leur propre opinion. De même la nature des tâches proposées semble influencer la forme des interactions.