Teaching complex topics and difficult concepts

1 September 2006

STKE Editors

What are some of the topics in cell signaling that your students find most challenging and what strategies have you used to explain these concepts?

What resources have you found that enable your students to reach better understanding and how have you assessed their understanding and knowledge?

For example, the dynamic nature of biological processes and cell signaling events can be especially difficult to explain with static images. Animations can be especially helpful in reinforcing the concept of translocation of cellular signaling components from one compartment to another to mediate the cellular response. A few of the animated Teaching Resources available at STKE are listed below.

Examples in Plant Biology
• Movement of Macromolecules in Plant Cells Through Plasmodesmata by Jorgensen and Lucas
• Model of the TIR1 Pathway for Auxin-Mediated Gene Expression by Laskowski

Examples in Neuroscience
• Glial Intercellular Waves by Charles
• AMPA Receptor Cycling in the Synapse by Contractor and Heinemann
• A Speculative Model of AChR Gating at the Frog Neuromuscular Junction by Auerbach

Examples in Developmental Biology
• Trans-Endocytosis of Notch Receptors into Ligand-Expressing Cells by Krämer and Gough
• Canonical Wnt/β-catenin Signaling by Moon

Many other animations for illustrating dynamic signaling events are available in the Teaching Resource Archive at STKE.

One of the key skills students need to acquire to become effective scientists is the ability to communicate scientific information verbally and in written documents in a clear, concise, and accurate manner. Share what types of assignments you have used to teach students how to communicate scientific information and results effectively.

A Teaching Resource by Adler and Gough describes several options for assessing student laboratory performance, each of which reinforces a different aspect of effective scientific communication.