By Joel Michael, William Cliff, Jenny McFarland, Harold Modell, Ann Wright
This booklet deals body structure lecturers a brand new method of educating their topic that might result in elevated pupil knowing and retention of an important principles. through integrating the core concepts of body structure into person classes and around the whole curriculum, it offers scholars with instruments that may support them research extra simply and completely comprehend the body structure content material they're requested to profit. The authors current examples of ways the core concepts can be utilized to educate person subject matters, layout studying assets, investigate pupil realizing, and constitution a body structure curriculum.
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Additional resources for The Core Concepts of Physiology: A New Paradigm for Teaching Physiology
The systematic unpacking of a core concept makes it possible for an instructor to explicitly define what she or he expects their students to know and be able to do. Thus, the design of courses, the preparation of learning resources, and the planning of classroom activities can all benefit from a focus on the core concepts. In Chaps. 8, 9, and 10, we discuss all of these at some length. 3 Assessment If the core concepts are important, and we have certainly argued that they are, then it is essential that we assess whether our students understand these concepts.
The learner builds mental models of that which is being learned, tests these models, and refines the models as needed (Michael and Modell 2003). We are arguing that helping the physiology student to understand the core concepts of physiology will provide the learner with a foundation, or perhaps it would be better to describe it as a skeleton, on which all subsequent learning about physiological mechanisms can be attached. This paradigm also provides a set of tools with which students’ problem solving can be facilitated.
3), it is clear that the 15 concepts differ from one another in significant ways. It is also clear that the 15 core concepts are not isolated, independent ideas. 1 The Nature of the Core Concepts The 15 core concepts are all “big ideas” according to the definitions by Wiggins and McTighe (2005), Duschl et al. (2007), and Harlen (2010). But they seem to be “big ideas” about different kinds of things. For example, flow down gradients and mass balance are examples of concepts that apply everywhere in the physical world, animate as well as inanimate.