Science as a Way of Knowing—Developmental Biology

Moore, John A.

doi:10.1093/icb/27.2.415

Cited by 29 publications

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“…Structural biology is important. 8 Chemical structure of biomolecules (chemical structures and 3D structure). 8…”

Section: Extraction Of Conceptsmentioning

confidence: 99%

“…A strong conceptual framework for a subject can provide a powerful device for long-term understanding and incorporation of new material [8], and the explicit use of concept mapping has been conclusively shown to increase knowledge retention [9]. This is true for several disciplines (including science) using varied teaching methodologies [9].…”

mentioning

confidence: 99%

“…We also think of a ''key concept'' as ''a concept, theme, or issue that gives meaning and connection to discrete facts and skills'' [8]. For this project, the most important operational aspect of these definitions is that a ''key concept'' provides and promotes connections between different areas of biochemistry.…”

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confidence: 99%

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The concept lens diagram: A new mechanism for presenting biochemistry content in terms of “big ideas”

Rowland

Smith

Gillam

et al. 2011

Biochem Molecular Bio Educ

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A strong, recent movement in tertiary education is the development of conceptual, or “big idea” teaching. The emphasis in course design is now on promoting key understandings, core competencies, and an understanding of connections between different fields. In biochemistry teaching, this radical shift from the content‐based tradition is being driven by the “omics” information explosion; we can no longer teach all the information we have available. Biochemistry is a core, enabling discipline for much of modern scientific research, and biochemistry teaching is in urgent need of a method for delivery of conceptual frameworks. In this project, we aimed to define the key concepts in biochemistry. We find that the key concepts we defined map well onto the core science concepts recommended by the Vision and Change project. We developed a new method to present biochemistry through the lenses of these concepts. This new method challenged the way we thought about biochemistry as teachers. It also stimulated the majority of the students to think more deeply about biochemistry and to make links between biochemistry and material in other courses. This method is applicable to the full spectrum of content usually taught in biochemistry. Biochemistry and Molecular Biology Education Vol. 39, No. 4, pp. 267–279, 2011

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“…Structural biology is important. 8 Chemical structure of biomolecules (chemical structures and 3D structure). 8…”

Section: Extraction Of Conceptsmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

The concept lens diagram: A new mechanism for presenting biochemistry content in terms of “big ideas”

Rowland

Smith

Gillam

et al. 2011

Biochem Molecular Bio Educ

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“…The latter stated that the germ cells of each organism contain preformed miniature adults which unfold during development, thereby circumventing the problem of differentiation (Moore, 1987) 1 . The former held that the embryo forms by successive gradual exchanges in an amorphous zygote (Lincoln et al, 1998).…”

Section: Epigenesis or Epigenetics: A Conceptual Choicementioning

confidence: 99%

The organism: A crucial genomic context in molecular epigenetics?

Speybroeck

2000

Theory Biosci.

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Whereas genetics refers to the study and mapping of linear nucleotide sequences, their mutations and inheritance, epigenetics refers to the structural organization and evolution of the genome. Epigenetic studies indicate that not all heritable information leading to the phenotype is``inscribedº in the DNA base sequence. In this sense, epigenetics ± as the term indicates ± goes beyond genetics, thereby (1) leaving behind the gene-centered view from within molecular biology itself, and (2) urging bio-philosophers to change their focus from criticizing the central dogma to evaluating new developments in molecular research. In the epigenetic approach, a hierarchy of genomic contexts can be revealed, consisting basically of an intracellular, an intercellular, and an organismic level. The first explorations on the organismic level suggest that under certain conditions the somatic constitution of the organism and how it stands in close interaction with its environment are to be taken into account as factors influencing the genomic constitution. Depending on the specificity of these conditions, the organism and its history and actuality can be seen as a crucial genomic context ± leading to a more complex perception of the local dynamics and the structure of the genome and its consequences for development and evolution. This``organism in the worldº view fits well with the philosophical tradition of Developmental Systems Theory, although epigeneticists seek to enlarge the genetic picture of biology by gradually expanding the range of molecular processes which influence the genome, thereby decentralizing the sovereign role of the genome, without loosing track of experimental demands.

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“…It is self-evident that the plant seed provides for the constant shape of the individual plant originating from it but the matter for its development and growth is furnished by "mother earth", under the effect of warmth supplied by the sun. In the origin of animals the maternal body plays the role of the earth, it supplies the substance, together with warmth, for development and growth of the body whereas the male semen supplies the bodily form (quotation from Moore 27 of the NS originating from the sperm. Also the idea of "spermists" who believed that the tiny preformed body (homunculus) resides in the sperm (Moo re 27 ) seems to imply a maternal contribution of substance to the subsequent growth of the "paternally" established bodily form.…”

Section: Wasn't Aristotle Right?mentioning

confidence: 99%

Disc Degeneration: A Sort of Neuroadaptive Skeletal Dysplasia in the Adult and Aged

Roth

1999

Rivista di Neuroradiologia

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An attempt is made to extend the undeniable influence of the growing brain upon the shape and size of its neurocrania! bony case (an effect called "macroneurotrophic") to the extracerebral nervous tissue, spinal and peripheral, and to the extracranial bony skeleton. The basic argument is that, in the same way as the shape and size of the neurocranium cannot be understood without taking into account the enclosed growing brain, gross morphology of the vertebral column (the protective bony envelope of its central nervous content), above all its length, cannot be understood without taking into account the eogrowing spinal neural content. By extrapolation, vertebroneural developmental interrelation may be extended to the limbs, viz., to "osteoneural" relation between the growing limb skeleton and the peripheral nervous system.Developing spinal nerve roots and peripheral nerves are generally believed to be "taken in tow and dragged along" by the outgrowing non-nervous tissues, i.e. to follow them passively for the sake of "innervation" with the tacitly accepted implication that the definitive length of nerve roots and/or peripheral nerves is determined by the (phyla )genetically established growth-in-length potential of the vertebral column and/or the limb skeleton. Spinal nerve roots and peripheral nerves should share with the growing brain, however, its high growth activity and vulnerability. It may be deduced from gross osteoneural findings that neural growth lags to a distinct degree behind skeletal growth and, consequently, exerts a "curbing" effect upon the growing spine and limb bones. This physiological vertebroneural and/or osteoneural growth differential is responsible for basic gross features of the skeleton such as physiological curvatures, "waisting" (both of vertebral bodies and of long bones in form of terminal flarings) or angular joint postures. In respect to the growing skeleton (and, after all, to other non-nervous tissues) spinal nerve roots and peripheral nerves play the role of "limiters" rather than that of mere passive "followers" of their outgrowth.Insufficiency of vulnerable neural growth in the course of development, viz., exaggerated vertebroneural and/or osteoneural growth differential results in accentuation of the abovementioned normal gross features of the skeleton, i.e. in developmental deformities characterized in general by shortening of the involved portions of the skeleton since growing vertebrae and limb bones will have to grow shorter, to find a place, to "cram"-even at the cost of deformity-along the too short, inadequately growing nervous structures. Owing to the craniocaudally proceeding bodily growth, "neuroadaptive" shortening of the skeleton is accomplished as though "from below" since the too short spinal nerve roots and/or peripheral nerves hinder the spine and /or limb bones from growing straight forward in length. The concept is buttressed by experimentation on laboratory animals which suggests a common neuroadaptive pathomechanism of experimental as well as clinical ske...

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Science as a Way of Knowing—Developmental Biology

Cited by 29 publications

References 0 publications

The concept lens diagram: A new mechanism for presenting biochemistry content in terms of “big ideas”

The concept lens diagram: A new mechanism for presenting biochemistry content in terms of “big ideas”

The organism: A crucial genomic context in molecular epigenetics?

Disc Degeneration: A Sort of Neuroadaptive Skeletal Dysplasia in the Adult and Aged

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