Search

Live organisms versus digital video of the organisms were used to challenge students' naive ideas and misconceptions about blood, the heart, and circulatory patterns. Three faculty members taught 259 grade 10 biology students in a California high school with students from diverse ethnolinguistic groups who were divided into 5 classes using microscopes (128 students) and 5 classes using digital video (131 students) to compare blood transport among invertebrates, fish, and humans. The "What Is Happening in this Class?" (WIHIC) questionnaire was used for assessment of microscope and video groups to detect students' perception of their learning environment following these teaching interventions. The use of microscopes had a clear effect on the perception of the investigative aspects of the learning environment that was not detected with the video treatment. Findings suggest that video should not replace investigations with live organisms. [ABSTRACT FROM AUTHOR]

Research shows that misconceptions about human blood circulation and gas exchange persist across grade levels. The purpose of this study was twofold: 1) to investigate the prevalence and persistence of blood circulation misconceptions among prospective elementary teachers and 2) to evaluate the effectiveness of learning activities for discovering what students know and can explain about blood circulation and lung function. The context was an undergraduate introduction to biology course taught by two professors across three semesters at a state university. Independent reviewers identified five categories of erroneous ideas about blood circulation. Many categories still presented problems to students at the end of the course: 70% of prospective elementary teachers did not understand the dual blood circulation pathway, 33% were confused about blood vessels, 55% had wrong ideas about gas exchange, 19% had trouble with gas transport and utilization, and 20% did not understand lung function. Results show that an interview about a drawing as a final exam was significantly better at revealing different errors and a higher frequency of erroneous ideas compared with an essay exam. There is an urgent need for instructional tools to help undergraduate students realize the discrepancies between their own ideas about blood circulation and those of the scientific community. [ABSTRACT FROM AUTHOR]

Research shows that misconceptions about human blood circulation and gas exchange persist across grade levels. The purpose of this study was twofold: 1) to investigate the prevalence and persistence of blood circulation misconceptions among prospective elementary teachers and 2) to evaluate the effectiveness of learning activities for discovering what students know and can explain about blood circulation and lung function. The context was an undergraduate introduction to biology course taught by two professors across three semesters at a state university. Independent reviewers identified five categories of erroneous ideas about blood circulation. Many categories still presented problems to students at the end of the course: 70% of prospective elementary teachers did not understand the dual blood circulation pathway, 33% were confused about blood vessels, 55% had wrong ideas about gas exchange, 19% had trouble with gas transport and utilization, and 20% did not understand lung function. Results show that an interview about a drawing as a final exam was significantly better at revealing different errors and a higher frequency of erroneous ideas compared with an essay exam. There is an urgent need for instructional tools to help undergraduate students realize the discrepancies between their own ideas about blood circulation and those of the scientific community. [ABSTRACT FROM AUTHOR]

Despite national guidelines to reform K-12 science education, our students are not learning science any better. Conducted under the auspices of the American Association for the Advancement of Science, a symposium examined several programs where professional scientists interact with classroom teachers to improve science education. Symposium participants described their projects and discussed the factors that contribute or detract from each project's success. The events of this symposium are critically analyzed. Four themes emerged as issues that affect the successful implementation and continuation of science education reform projects: scientific literacy as a primary goal, personal characteristics and commitment of project partners, curricular change built on social and developmental goals, and the incentive/reward structures in universities and school systems. This review of the emergent themes places the opinions of the symposium participants into the larger context of a growing science education research literature to inform others about synergy between professional scientists and classroom teachers. Our aim is to help others learn about the characteristics of effective partnerships to improve science education. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine whether problem-based writing with peer review (PW-PR) improves undergraduate student performance on physiology exams. Didactic lectures were replaced with assignments to give students practice explaining their reasoning while solving qualitative problems, thus transferring the responsibility for abstraction and generalization to the students. Performance on exam items about concepts taught using PW-PR was compared with performance on concepts taught using didactic lectures followed by group work. Calibrated Peer Review™, a Web-delivered program, was used to collect student essays and to manage anonymous peer review after students "passed" three calibration peer reviews. Results show that the students had difficulty relating concepts. Relationship errors were categorized as 1) problems recognizing levels of organization, 2) problems with cause/effect, and 3) overgeneralizations. For example, some described cells as molecules; others thought that vesicles transport materials through the extracellular fluid. With PW-PR, class discussion was used to confront and resolve such difficulties. Both multiple-choice and essay exam results were better with PW-PR instead of lecture. [ABSTRACT FROM AUTHOR]

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. [ABSTRACT FROM AUTHOR]

Physiology as a discipline is uniquely positioned to engage undergraduate students in interdisciplinary research in response to the 2006-20 11 National Science Foundation Strategic Plan call for innovative transformational research, which emphasizes multidisciplinary projects. To prepare undergraduates for careers that cross disciplinary boundaries, students need to practice interdisciplinary communication in academic programs that connect students in diverse disciplines. This report surveys policy documents relevant to this emphasis on interdisciplinary training and suggests a changing role for physiology courses in bioscience and engineering programs. A role for a physiology course is increasingly recommended for engineering programs, but the study of physiology from an engineering perspective might differ from the study of physiology as a basic science. Indeed, physiology laboratory courses provide an arena where biomedical engineering and bioscience students can apply knowledge from both fields while cooperating in multidisciplinary teams under specified technical constraints. Because different problem-solving approaches are used by students of engineering and bioscience, instructional innovations are needed to break down stereotypes between the disciplines and create an educational environment where interdisciplinary teamwork is used to bridge differences. [ABSTRACT FROM AUTHOR]

The article presents the report of the American Physiological Society's (APS) undergraduate summit in September 2006. The 10 programs described during the summit represent various undergraduate environments where physiology is taught. This provides opportunities in enhancing undergraduate exposure to physiology as a biological science, biomedical science and experimental science. Community colleges aimed to provide a high-quality, low-cost education for community members. The undergraduate colleges offer smaller educational setting where students increased access to faculty. Graduate programs are small and often extend to the Masters Degree. Universities provide physiology instructions in a large campus setting with institutional emphasis on graduate programs and undergraduate programs.

The article presents the National Research Council's (NRC) report on the scientific principles of education research in experimental biology. It showed that while researchers may disagree on physiological or methodological approaches to education research, they agree about the definition and the quest of good quality education research. Dr. Margaret Eisenhart give a description on the short history of scientific research within federal legislation about education. Dr. Robert L. DeHaan discussed strategies for training future faculty members to implement the scientifically based criteria. Dr. David W. Rodenbaugh and his students tested the hypothesis that the students creating undergraduate physiology exercises increased comprehension and retention.