Literaturnachweis - Detailanzeige
Autor/inn/en | Stoner, Melissa A.; Joyner, Robert L. |
---|---|
Titel | Breathing Life into Calculus: Using Simulation to Enhance Students' Understanding of the Relevance of Calculus to Physiology |
Quelle | In: PRIMUS, 32 (2022) 2, S.260-277 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1051-1970 |
DOI | 10.1080/10511970.2020.1827102 |
Schlagwörter | Mathematics Instruction; Calculus; Mathematical Models; Physiology; Equipment; Equations (Mathematics); Medicine; Student Attitudes; College Students; Program Effectiveness; Relevance (Education); Physics; STEM Education; Simulation; Biology; Interdisciplinary Approach Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematical model; Mathematisches Modell; Physiologie; Equations; Mathematics; Gleichungslehre; Medizin; Schülerverhalten; Collegestudent; Relevance; Relevanz; Physik; STEM; Simulation program; Simulationsprogramm; Biologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität |
Abstract | Relating mathematics learned in the classroom to real situations increases student motivation and enhances learning. In this paper, we provide an example of a classroom application of calculus to physiology in two courses: "Differential Equations" and "Calculus I for Biology and Medicine." We designed and implemented a project that uses calculus to model the volume, flow, and pressure of air inside the lungs of a patient receiving positive pressure ventilation. After comparing mathematical models to a mechanically ventilated high-fidelity breathing simulator, students reported heightened interest in, and a greater appreciation for, the relevance of the calculus in both courses. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |