Physiology Should Be Taught as Science Is Practiced: An Inquiry-Based Activity to Investigate the "Alkaline Tide"

Autor/inn/en	Lujan, Heidi L.; DiCarlo, Stephen E.
Titel	Physiology Should Be Taught as Science Is Practiced: An Inquiry-Based Activity to Investigate the "Alkaline Tide"
Quelle	In: Advances in Physiology Education, 39 (2015) 4, S.419-420 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00089.2015
Schlagwörter	Physiology; Inquiry; Active Learning; Science Instruction; Science Experiments; Science Activities; College Science; Michigan + Suchen Sie Ihr Suchwort? Physiologie; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The American Association for the Advancement of Science (AAAS) strongly recommends that "science be taught as science is practiced." This means that the teaching approach must be consistent with the nature of scientific inquiry. In this article, the authors describe how they added scientific inquiry to a large lecture-based physiology class of 80 students by introducing the pioneering work of Roger S. Hubbard and replicating part of Hubbard's original experiment during a discussion of gastric secretions. (ERIC).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01