Shock and Awe Pedagogy!

Autor/inn/en	Lujan, Lujan; DiCarlo, Stephen E.
Titel	Shock and Awe Pedagogy!
Quelle	In: Advances in Physiology Education, 40 (2016) 4, S.467-468 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00085.2016
Schlagwörter	Inquiry; Science Experiments; Human Body; Physiology; Models; Educational Games; Graduate Study; College Science; Animals; Teaching Methods; Learner Engagement + Suchen Sie Ihr Suchwort? Menschlicher Körper; Physiologie; Analogiemodell; Educational game; Lernspiel; Aufbaustudium; Graduiertenstudium; Hauptstudium; Animal; Tier; Tiere; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Galen of Pergamon (130-200 A.D.) was an accomplished showman and scientist who made enormous advancements in the understanding of the heart, nervous system, and mechanics of breathing. These advancements were often achieved during impressive public "performances" of vivisection on Barbary apes and other living animals. These "shock and awe" spectacles were designed like mystical shows with the goal of amazing his awestruck audience. The success of this unique pedagogy may be attributable in part to a powerful emotional connection. Basic emotions, including shock, anger, fear, and sadness, are shared by all humans. When we experience emotion in our lives, we tend to remember the experience. In fact, the more emotional impact an experience has, the more intensely we remember its details and the more likely it will be stored in long-term memory. This article describes a short inquiry-based "virtual" experiment investigating the "alkaline tide" during the gastrointestinal (GI) section of a team-taught, lecture-based graduate physiology course. The GI section was taught using physical models, demonstrations, and educational games to engage students and enhance learning and retention. This lecture-based, as opposed to laboratory-based, virtual experiment required little additional class time and minimal preparation. The authors used a modified version of Galen's approach, and believe the "illusion" became a catalyst for discussion and study and provoked comments and conversations among students. (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