A RESOURCEFUL AND INTERACTIVE METHOD TO TEACH STUDENTS ABOUT CELL DIVISION

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A RESOURCEFUL AND INTERACTIVE METHOD TO TEACH STUDENTS ABOUT CELL DIVISION

Cell division is a biological process that is covered in a multitude of science courses, from the introductory to the advanced levels. Classes often cover different aspects of cell division at multiple levels, including mitosis and meiosis. Despite continued exposure and repetition to the topic of cell division during students’ academic careers, they continue to trivialize the process. Anecdotal observations indicate that a large proportion of undergraduate students find cell division a mundane, unimportant and obsolete topic. Perhaps students perceive cell division in a negative connotation because it continues to be a difficult concept to understand despite repetitive exposure to the topic. When discussing mitosis or meiosis with an undergraduate student, it is often quickly apparent that they are insecure about the mechanisms of the process. Rather than trying to improve their understanding by increasing the frequency of teaching mitosis and meiosis during their education, perhaps the way in which cell division is taught should be reevaluated. Creating multiple ways in which students can connect with the material being presented increases the understanding and retention of the material. Howard Gardner (1993) identified the different intelligences that can be stimulated during learning to increase understanding. Having students recreate or demonstrate biological mechanisms through in-class guided performances or skits, targets the visualspatial and bodily-kinesthetic intelligences. Recreating complex processes using students and props during class can be used as a vehicle for learning in multiple instances in numerous courses. This teaching tip will explain how learning mitosis through active movements was implemented in an introductory animal science course in an effort to improve students’ understanding of the basic mechanisms of mitosis. Students enrolled in the course are traditionally first semester freshman; however this method could be utilized in any course with minor modifications.

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