Cell biology should be taught as science is practised
Nature Reviews Molecular Cell Biology 7, 290-296 (April 2006)
This concept map is a nonlinear diagrammatic representation of meaningful relationships between concepts.
The concepts are linked by words that describe the relationships or connections between the concepts.
Concept maps are used in various ways to enhance meaningful learning.
… Any particular sequence can never be optimal for all students, given that every learner has a unique cognitive structure that is derived from their individual experiences.
To overcome this limitation, the instructor can provide a basic, skeleton map of important concepts, which provides a ‘conceptual scaffolding’ that serves as a starting point for the student.
Students ‘fill in’ and complete the map by building their knowledge structures, in their own way, and represent them in more complex and elaborate maps.
Students can also be required to construct their own concept maps from each class by identifying and linking important concepts.
The students’ maps will become increasingly complex as their understanding progresses and they grasp the ‘big picture’.
An entire lecture topic, unit, course or curriculum can be elucidated by this approach when the connections between concepts are illustrated.
Teaching materials and online resources in biology
Education homepages and publications of professional societies