Biology is a fascinating science that encompasses many other fields of study such as human anatomy and physiology, ecology, and biochemistry. Biologists study life and classify and define their findings.
New biology students often assume that their course content is absolute. Introductory biology courses may teach that there are six, seven, or even nine characteristics of life. This information is often taught without applying the concepts, or without emphasizing that one characteristic can be grouped with another in a shorter list. Some students have a difficult time understanding that the numbered list is not what is important, but the contents within are the crux of the matter.
Biology Concepts and Connections Change with New Research
New concepts are sometimes discovered and either refute previous hypotheses, or lead to further understanding that necessitates the reclassification of current knowledge. For example, archaea and bacteria were once classified into a single domain: Domain Prokarya. It was later discovered that archaea and bacteria were actually quite different despite the fact that they look the same.
Biologists found that archaea are more genetically similar to the Domain Eukarya, which includes humans, than they are to the Domain Bacteria. This led to the abandonment of the two-domain system in favor of the three-domain system of the Domains Archaea, Bacteria, and Eukarya.
Viruses do not exhibit all of the agreed-upon characteristics of life, but some biologists argue that viruses are living organisms. The discovery that some viruses can be infected by bacteria is convincing and compelling evidence for some biologists that viruses are living organisms. Other biologists refute that theory by pointing out that viruses still do not seem to possess all of the characteristics of life.
New Discoveries Require Further Research
It is critical thinking that many undergraduate biology programs work to develop in their students. Research projects may demonstrate that further research is needed upon conclusion of a study.
Dr. Richard Paul is the Director of Research and Professional Development at the Center for Critical Thinking and Chair of the National Council for Excellence in Critical Thinking. The Foundation for Critical Thinking published an excerpt of his book, "How to Prepare Students for a rapidly Changing World," in which Dr. Paul states, "In every field of knowledge, every answer generates more questions, so that the more we know the more we recognize we don't know."
Biology Students and Critical Thinking
The study of Biology presents some difficulties for students because it is constantly evolving. In addition, learning techniques and classifications vary among textbooks and teachers.
The textbook, Biology, by Robert J. Brooker, et al., describes the seven characteristics of life. Some students learned that there are six characteristics while others learned nine. These students become fixated on the number of characteristics in textbook lists rather than the actual characteristics. For example, one person may insist that energy, form and matter are characteristics of life, while missing the point of the text: the seven characteristics of life are the seven criteria that all living organisms must posses. All objects, whether living or non-living, have form, matter, and energy.
Students may perceive this example merely as a discrepancy in theories and say that one is correct over the other, but this is not usually the case. Students must use critical thinking when considering biological concepts. Students should:
- Discern the goal of a text. Regarding the characteristics of life, is it describing characteristics that all life forms have, or the characteristics that make life unique from non-life? It is not uncommon for students to misunderstand the text or to do poorly on a test because they misread or misunderstood the material.
- Consider what a point truly means and encompasses. If respiration is not listed as a characteristic of life, is metabolism? Respiration is part of metabolism. If the student feels that respiration is not considered on a list that contains metabolism, then the student probably does not adequately understand the concept.
- Think critically. Try to support and refute everything. By searching for evidence both for and against a theory, both students and scientists often find that what they presumed to be true was actually false; what they thought was wrong was actually correct; or that a "sure thing" wasn't so sure, after all.
In his book, Dr. Paul discusses how information is constantly changing and that it "is multiplying even as it is swiftly becoming obsolete and out of date; [it is] a world in which ideas are continually restructured, retested, and rethought." Students must always consider this when different sources give different information, but students must also ask themselves whether they truly understand the material, as misunderstanding can produce the perception that there is a discrepancy among different sources.
Reference
Brooker, Robert J., Widmaier, Eric P., Graham, Linda E., and Stiling, Peter D. Biology. New York: McGraw-Hill, 2008.
Diane Ursu - Diane Ursu joined Suite101 as a contributing writer in August 2009 and became a Feature Writer in January 2010. She is a freelance writer ...
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