Using Flow Diagrams to Learn Cell Biology

 

Thomas Fogle

Tested Studies in Laboratory Teaching, 1993, Volume 14

Abstract

Beginning students who are learning basic features about eukaryotic cell biology often have difficulty integrating concepts. Synthesis of knowledge presupposes an understanding of the basics. Flow diagrams, together with an accompanying list of questions, promote review and encourage students to search out new conceptual relationships that are not otherwise obvious. Using a sequential set of diagrams, each one adding more detail, students develop a richly dynamic view of cellular biology. In the process, there is a sense of self-discovery about how ideas fit together. Students can be challenged with “thought experiments” in which they follow paths in the flow diagram to hypothesize outcomes. That is, flow diagrams have heuristic properties.

Keywords:  cell biology

University of Nevada, Las Vegas (1992)