Students’ sound knowledge about osmosis can lead to their understanding of other related biological processes that require the movement of materials across cell membranes, such as photosynthesis, homeostasis, and cellular respiration. However, students have difficulties to understand osmosis. This challenge has been attributed to the abstract nature of the concept and the way it is presented to students. Thus, we present an engineering design, integrated biology unit in which students use the engineering design process to learn about osmosis and its related concepts. A dependent t-test revealed statistically significant differences in students’ understanding of osmosis and related concepts, and the engineering design process before and after the unit. Overall, in this unit students developed the understanding of osmosis in a real-world context through an engineering design process.
Learning about Osmosis through Engineering Design Process
FRACKSON MUMBA (firstname.lastname@example.org) is an associate professor of science education at in the Curriculum, Instruction & Special Education Department at the University of Virginia, Charlottesville, Virginia 22903.
LAURA POTTMEYER (email@example.com) is a data science research associate at the Eberly Center for Teaching Excellence & Educational Innovation Department at Carnegie Mellon University, Pittsburgh, PA 15213.
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Matthew Rice, Frackson Mumba, Laura Pottmeyer; Learning about Osmosis through Engineering Design Process. The American Biology Teacher 1 May 2022; 84 (5): 297–307. doi: https://doi.org/10.1525/abt.2022.84.5.297
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