New Perspectives in Science Education

Biological membranes play an essential role in biological systems and are, among others, involved in cell division, synthesis of macromolecules, transport processes and energy metabolism. The Collaborative Research Centre (SFB 803) at the University of Göttingen focuses on the basic principles underlying the complex interplay between lipids and membrane proteins in order to understand membrane processes at the molecular level [1]. The interdisciplinary approach will pave the way to address medically pressing questions, e.g. the understanding of how molecules such as drugs or neurotransmitters can pass the membrane barrier, a topic that was just recently honoured with a Nobel Price.

Aim of this contribution is to present a project on public outreach activities, which enables students to participate in this recent, interdisciplinary research, in order to build a bridge between schools and universities. The students can deepen the acquired basic knowledge from chemistry and biology classes at school in internships at the university, and can get inspired for science. For the development of teaching materials, the model of educational reconstruction is applied, which is presented in some detail for a teaching unit “From Surfactants to Membranes”. The model considers different perspectives including the analysis of content structure, perspectives of the learners and the development and evaluation of teaching and learning environments [2]. In this way, students can comprehend the construction and organization of biomembranes, via an understanding of polarities and self-organization of surfactants. The significance of biomembranes as barriers for the separation of reaction areas will be proven by experiments on diffusion and osmosis. Finally, specific research topics will be presented using vivid models and videos ensuring that students will rediscover the fundamental aspects of self-organization, osmosis and barriers. Within this project, we work in close cooperation with teachers and will develop additional learning materials, which will be enhanced and revised after the first experimental phase [3].

References

[1] http://www.uni-goettingen.de/en/213080.html (21/11/2013).

[2] U. Kattmann, R. Duit, H. Gropengießer, M. Komorek, (1997). Das Modell der Didaktischen Rekonstruktion – Ein Rahmen für naturwissenschaftsdidaktische Forschung und Entwicklung, ZfDN, 3, 3-18.

[3] A. L. Amanda, J. Vander Putten, (2007). Action Research in Education: Addressing Gaps in Ethical Principles and Practices, Educational Researcher, 36 (7), 401-407.