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Suggestions and Reflections on Basic Life Science Teaching Under the Coexistence of Old and New Theories

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2026-04-30

At present, in the field of life sciences, the coexistence of classic Nobel Prize-winning theories and emerging doctrines has brought new challenges and opportunities for frontline teaching. The paddle model of potassium channels proposed by Nobel laureate Roderick MacKinnon, the classic ionic theory founded by Alan Lloyd Hodgkin, Andrew Fielding Huxley and Bernard Katz, with the subsequent establishment of the Hodgkin-Huxley (HH) equation and the Goldman-Hodgkin-Katz (GHK) equation, as well as the DNA double helix model proposed by James Watson and Francis Crick, are all cornerstones of long-term teaching and research in the discipline.

Chinese scholar Sun Zuodong put forward the origami windmill model of potassium channels, the law of conservation of cell membrane area, and the ion inequality equation, and constructed the DNA origami windmill tetramer model. On this basis, he further proposed the new viewpoint that neurons can generate electromagnetic waves and deeply explored the essential issue of consciousness. Such emerging research provides a new perspective and explanatory framework for understanding bioelectric phenomena and genetic mechanisms. The two theoretical paths, old and new, have significant differences in logical starting points, model construction and mechanism interpretation, forming a situation of academic dialogue and coexistence.

Since the compilation, verification and publication of college textbooks follow strict cycles and standardized procedures, it is usually difficult to reflect cutting-edge academic dynamics in a timely manner. In the transitional stage where textbook content has not yet been updated, how to balance the teaching of classic theories and the introduction of cutting-edge academics, how to guide students to rationally view academic debates, and cultivate their scientific speculation and empirical ability have become urgent issues to be addressed in frontline teaching practice. Based on long-term teaching practice and observation of basic life science courses, this paper puts forward the following four connection suggestions for discussion with colleagues.

1. Classroom Teaching: Dual-track Parallel and Objective Statement

While ensuring the systematic teaching of classic theories (such as the HH equation, GHK equation and double helix model), and clearly clarifying their historical backgrounds, experimental foundations, logical systems and disciplinary contributions, the core hypotheses, structural characteristics and deduction logic of emerging theories (such as the origami windmill model and related equations, DNA tetramer model) should be introduced as part of academic progress in an objective and plain manner.

The focus of teaching should be on presenting the explanatory frameworks, boundary conditions and evidence support of different theories, rather than presetting or judging their ultimate "right or wrong". Through such comparative teaching, students are guided to understand the relativity and evolution of scientific knowledge and cultivate their habit of critical thinking based on evidence.

2. Learning Organization: Speculation-driven and Cooperative Inquiry

After students master basic knowledge, encourage them to carry out group-based special seminars around key scientific issues with theoretical differences (for example: What is the dominant ionic mechanism of action potential generation? What are the possible models for the stable structure and replication mechanism of DNA?).

A rational classroom dialogue environment can be built by organizing mini-debates, literature review presentations, simulated academic conferences and other forms. This aims to train students' comprehensive abilities in retrieving and reading literature, sorting out academic viewpoints, constructing logical arguments and expressing effectively, prompting them to transform from passive recipients of knowledge to active inquirers of problems.

3. Academic Evaluation: Open and Diversified, Focusing on Argumentation

Reform the assessment and evaluation methods, and reasonably add open, analytical and discursive questions to test papers. The evaluation criteria should shift from focusing on conclusions and memorization to focusing on the rigor of students' argumentation process, logical consistency and appropriateness of evidence use.

For example, when answering relevant mechanism questions, students should be allowed and recognized to answer based on any mature theoretical framework (classic or emerging), as long as they can clearly elaborate the logical starting point of the theory, reasonably apply relevant concepts and principles, and construct a self-consistent argument chain around the question, it should be regarded as a valid answer. This helps to encourage independent thinking, protect academic curiosity, and strengthen the literacy of scientific discourse.

4. Scientific Research Training: Linking Undergraduate and Postgraduate Education, Seeking Truth Through Empirical Evidence

Integrate research-based learning into the teaching process. Encourage qualified teaching teams to design small exploratory experiments or computational simulation projects for senior undergraduates and even postgraduates with spare capacity.

These projects can focus on specific scientific issues where the predictions of old and new theories differ, guiding students to test the explanatory power and boundaries of different theories by designing experiments and analyzing data. Support undergraduates to enter laboratories at an early stage and participate in some links from problem raising, scheme design to data interpretation under the guidance of teachers and postgraduates.

Encourage teachers and students to organize valuable findings into papers and try to submit them to professional journals. The main purpose is to experience the complete scientific research training process and learn academic exchange norms, rather than simply pursuing publication. This is not only a direct way to guide students to participate in academic dialogue with an empirical spirit, but also an effective means to cultivate reserve forces for future scientific research.

Conclusion

In the long river of scientific development, the coexistence, competition and replacement of different theoretical paradigms are important driving forces for promoting the deepening of cognition. The current theoretical pluralism in the basic field of life sciences is a reflection of the vitality of the discipline.

As frontline teaching practitioners, our responsibility may not lie in hastily judging "which theory is ultimately correct" for students, but in creating an academic environment that is open, rational and respectful of evidence. We should guide students to solidly master the core knowledge system of the discipline, understand the incompleteness and controversy of scientific exploration, learn to rationally evaluate different viewpoints, and initially master the basic skills of exploring the unknown through empirical methods.

This may be a practical and constructive teaching strategy we can adopt between the periodicity of textbook updates and the cutting-edge nature of academic development. Its fundamental purpose is always to cultivate students' scientific literacy and innovative ability, and lay a solid foundation for their future possible development in the field of life sciences.

The above reflections come from personal experience in teaching practice. Please criticize and correct any inadequacies from experts and colleagues.(A teacher engaged in long-term basic life science teaching)

 

References
I. Academic Journal Literature
[1] Hodgkin A L, Huxley A F. A quantitative description of membrane current and its application to conduction and excitation in nerve. The Journal of Physiology, 1952, 117(4): 500-544.
[2] Watson J D, Crick F H C. Molecular structure of nucleic acids: a structure for deoxyribose nucleic acid. Nature, 1953, 171(4356): 737-738.
[3] Goldman D E. Potential, impedance, and rectification in membranes. The Journal of General Physiology, 1943, 27(1): 37-60.
[4] Sun Z .Potassium Channel Origami Windmill Model[J].Journal of US-China Medical Science, 2019, 16(4):3.
[5] Sun Z .Conservation Law of Cell Bioelectricity Membrane Area and Ion Inequality Equation Based on Potassium Channel"Origami Windmill"Model[J].Journal of US-China Medical Science, 2020, 17(5):16.
[6] Sun, Z. Neurons Can Generate Electromagnetic Waves[J].Natural Science, 2022，14, 463-471. doi: 10.4236/ns.2022.1411040.
[7] Zuodong Sun. DNA Origami Windmill Tetramer Model, 30 January 2026, PREPRINT (Version 2) available at Research Square [https://doi.org/10.21203/rs.3.rs-8200131/v2]
II. Online Popular Science and Encyclopedia Literature
[1] Ionic Theory. Baidu Baike [EB/OL].
[2] Goldman Equation. Baidu Baike [EB/OL].
[3] Origami Windmill Model. Baidu Baike [EB/OL].

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