PERSPECTIVES putting a stop to it is a different challenge. 16. Watt, F. M. Sharyn Endow. J. Cell Sci. 117, 655–656 The packed curriculum: too much content (2004). Senior women scientists must be alert to 17. Watt, F. M. Penelope Jeggo. J. Cell Sci. 117, Educators bemoan the packed curriculum passive discrimination and work together 5459–5460 (2004). in which courses have too much content 18. Watt, F. M. Anna El’skaya. J. Cell Sci. 118, to eradicate it. 1777–1778 (2005). and the students and teachers must learn and 19. Watt, F. M. Elisabetta Dejana. J. Cell Sci. 118, teach more with not enough time. The Fiona M. Watt is at the Cancer Research UK London 2789–2790 (2005). Research Institute, 44 Lincoln’s Inn Fields, London 20. King, J. Benefits of women in science. Science 308, extensive course content leaves little time for WC2A 3PX, UK. e-mail: [email protected] 601 (2005). students to acquire a deep understanding 21. Watt, F. M. Anna Starzinski-Powitz. J. Cell Sci. 117, doi:10.1038/nrm1894 519–520 (2004). of the subject or to develop lifelong skills Published online 8 March 2006 22. Watt, F. M. Pritinder Kaur. J. Cell Sci. 117, such as critical thinking, problem solving, 2869–2870 (2004). 1. Watt, F. M. Mary Osborn. J. Cell Sci. 117, 23. Watt, F. M. Xin Lu. J. Cell Sci. 117, 6265–6266 (2004). communication and interpersonal skills. 1285–1286 (2004). 24. Watt, F. M. Women in cell biology: how personal lives Even my children complain that it is much 2. Handelsman, J. et al. More women in science. Science shape careers. Nature Rev. Mol. Cell Biol. 8 Mar 2006 309, 1190–1191 (2005). (doi:10.1038/nrm1913). more difficult to learn history today than it 3. Watt, F. M. Caroline Damsky. J. Cell Sci. 117, was when I was an undergraduate, because 3713–3714 (2004). Acknowledgements 4. Watt, F. M. Zena Werb. J. Cell Sci. 117, 803–804 I am deeply grateful to all the women I interviewed, for their so much more has happened since those (2004). frankness and generosity. I would particularly like to thank ‘ancient’ times (my children believe that the 5. Watt, F. M. Elizabeth Simpson. J. Cell Sci. 117, Joyce Taylor-Papadimitriou, my first interviewee and one of 2431–2433 (2004). the inspirations for the series. USA consisted of 13 colonies when I was 6. Watt, F. M. Irene Leigh. J. Cell Sci. 118, 655–657 an undergraduate). Similarly, consider the (2005). Competing interests statement 7. Watt, F. M. Danielle Dhouailly. J. Cell Sci. 117, The author declares no competing financial interests. explosion of knowledge in molecular and 1873–1874 (2004). cellular biology over the past decade. The 8. Watt, F. M. Joyce Taylor-Papadimitriou. J. Cell Sci. FURTHER INFORMATION 117, 371–372 (2004). CORDIS: Women and Science: cell is much more complicated than was 9. Watt, F. M. Janet Heasman. J. Cell Sci. 117, http://www.cordis.lu/improving/women/documents.htm initially thought, and there is no doubt that 1617–1618 (2004). Equal Opportunities Commission: http://www.eoc.org.uk 10. Watt, F. M. Fran Balkwill. J. Cell Sci. 118, 1339–1340 Journal of Cell Science: http://jcs.biologists.org further research will uncover additional (2005). National Science Foundation: http://www.nsf.gov complexity. Students of cell biology must 11. Watt, F. M. Amparo Cano. J. Cell Sci. 117, Remarks at NBER Conference on Diversifying the Science 3075–3076 (2004). & Engineering Workforce: also learn that cells function beyond their 12. Watt, F. M. Elaine Fuchs. J. Cell Sci. 117, 4877–4879 http://www.president.harvard.edu/speeches/2005/nber.html membranes and that this has broad bio- (2004). The American Society for Cell Biology: http://www.ascb.org 13. Watt, F. M. Monique Aumailley. J. Cell Sci. 118, The Athena Project: http://www.athenaproject.org.uk logical implications for how complex multi- 2345–2346 (2005). The Wellcome Trust: http://www.wellcome.ac.uk cellular organisms function. Furthermore, 14. Watt, F. M. Emiliana Borrelli. J. Cell Sci. 118, Thomas: Legislative Information on the Internet: 3223–3224 (2005). http://thomas.loc.gov there is a greater need for cross-discussion 15. Watt, F. M. Elizabeth Hay. J. Cell Sci. 117, Access to this links box is available online. and collaboration between cell biology and 4617–4618 (2004). other disciplines — especially mathematics, biophysics and bioinformatics — to address comprehensively the problems that challenge our health and safety. So, few peo- ESSAY ple would disagree that teachers now have access to much more factual and conceptual Cell biology should be taught knowledge than our teachers had. Too much content and not enough time as science is practised Now consider the amount of time we have in the classroom and the teaching laboratory ‘to Stephen E. DiCarlo teach’ this vast amount of information. Cell biology is typically taught in lecture and lab- Abstract | Over the past 20 years, there has been a dramatic transformation in the oratory classes. A typical cell-biology course goals of science teaching at all levels and within all disciplines. The emphasis has in the United States consists of 3 hours of moved from students obtaining a base of scientific facts to students developing lectures and 3 hours of laboratory time each 4 a deep understanding of important concepts. This transformation requires a week . This amounts to approximately 3.6% of the total hours in a student’s week. significant shift in the approach and attitude of the instructors and students, as Herein lies the problem. How do we well as in the procedures and techniques that are required to teach cell biology. teach this vast amount of content to students in this limited time? The logical answer is The American Association for the teachers are apprehensive of making this that we cannot, and therefore we should Advancement of Science (AAAS)1 strongly transition and are unconvinced of the need not, even attempt this Herculean task. To recommends that “…science be taught as for change. Furthermore, many are not attempt to ‘cover the content’ would limit science is practised…” because the tradi- familiar with the specific strategies that students to simply learning facts without tional ‘lecture-then-test’ format and accom- could be used to achieve the goals. This the ability to apply their knowledge to solve panying ‘cook-book’ laboratories are falling article presents a review of the literature and new problems. This would encourage the short of their educational goals. The AAAS evidence supporting the need for reform, mistaken belief that science is about learning encourages a transformation from instruc- as well as specific practical examples and the correct answer rather than about innova- tor-led courses to dynamic student-centred resources for faculty who are considering tion, creativity and inquiry. In addition, this experiences that engage students in research- incorporating student-centred learning into inaccurate portrayal of science is boring, orientated learning2,3. However, many their teaching strategies. and ownership and engagement by the 290 | APRIL 2006 | VOLUME 7 www.nature.com/reviews/molcellbio PERSPECTIVES mathematics to solve complex problems, but knowing when to use multiplication to 1 Begin with a problem solve a problem is essential15. Importantly, or complex scenario knowing the multiplication tables is likely to evolve naturally from solving problems that require multiplication15. So, content mastery 5 Integrate new knowledge 2 ‘Brainstorm’ to understand will occur as a result of students working and skills in the context Problem-based the nature of the problem of the problem learning together, gathering evidence, learning from it, and solving novel problems. Furthermore, 4 Teach each other the 3 Assign each another de-emphasizing the importance of content findings from responsibilities for resolving knowledge and concentrating on the process specific questions specific questions (for example, the ability to think, reason, before the next class analyse and communicate) will have a long- term impact on the students’ lives and their ability to contribute to society. Figure 1 | Problem-based learning. The diagram illustrates the cycle of repeating steps that should be taken by a small group of students when solving a problem-based learning (PBL) case. Step 1: student learning begins with a problem to be solved rather than facts to be mastered. This enhances What is the solution? student motivation because concepts are learned in the context of their application and the students The traditional ‘lecture-then-test’ format address questions that are of interest. Step 2: students gather information and consult resources to might be the only experience of, and fill conceptual holes and address misconceptions. Step 3: the students and their peers learn to find preparation for, teaching that many of us and process new information and work towards resolving the problem by asking and answering each had as graduate students and postdoctoral other’s questions. Step 4: students define new areas of required learning (dig deeper into the problem) fellows. Therefore, often, faculty members and learn effective communication skills while becoming influential members of a productive team. are unaware of alternative approaches for Step 5: students integrate new knowledge and skills in the context of the problem and enhance teaching. As such, many of us simply teach collaborative skills of acquiring, analysing and communicating information. the way we were taught and perpetuate the process of transferring knowledge to students through lectures and note taking16, rather students in the process is low. Furthermore, and inquiry-based activities focus student than active student involvement and personal covering the vast amount of material would learning on how to use scientific knowledge investment in the process17. However, there significantly limit the time for inquiry-based to solve the questions that are posed.