Too much content, not enough thinking, and too little FUN!

American Journal of Physiology - Advances in Physiology Education

Volumn 33, Issue 4, 2009, Pages 257-264

  DiCarlo, Stephen E ^a  

^a WAYNE STATE UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

Education; Inspiration; Learning; Teaching

Indexed keywords

EID: 74549190897     PISSN: 10434046     EISSN: 15221229     Source Type: Journal    
DOI: 10.1152/advan.00075.2009     Document Type: Article

References (48)

1. Bailey CM, Hsu CT, DiCarlo SE. Educational puzzles for understanding gastrointestinal physiology. Adv Physiol Educ 21: 1-18, 1999.
2. Building Schools for the Future (hosted by Slideshare). Building Schools for the Future Shift Happens (online). http://www.slideshare.net/JAM2804/building-schools-for-the-future-shift-happens-presentation [23 September 2009].
3. Bonwell C, Eison J. Active Learning: Creating Excitement in the Class- room. Washington, DC: George Washington Univ. Press, 1991.
4. Chan V, Pisegna JM, Rosian RL, DiCarlo SE. Construction of a model demonstrating neural pathways and reflex arcs. Adv Physiol Educ 16: 14-42, 1996.
5. Chickering AW, Gamson ZF. Seven principles for good practice in undergraduate education. AAHE Bull 39: 3-7, 1987.
6. Committee on Undergraduate Science Education. Misconceptions as barriers to understanding science. In: Science Teaching Reconsidered: a Handbook. Washington, DC: National Academy, 1997.
7. Cortright RN, Collins HL, DiCarlo SE. Peer instruction enhanced meaningful learning: ability to solve novel problems. Adv Physiol Educ 29: 107-111, 2005.
8. Cortright RN, Collins HL, Rodenbaugh DW, DiCarlo SE. Student retention of course content is improved by collaborative-group testing. Adv Physiol Educ 27: 102-108, 2003.
9. DiCarlo SE. Cell biology should be taught as science is practised. Nat Rev Mol Cell Biol 7: 290-296, 2006.
10. DiCarlo SE. Teaching alveolar ventilation with simple, inexpensive models. Adv Physiol Educ 32: 185-191, 2008.
11. Elliott DD. Promoting critical thinking in the classroom. Nurse Educ 21: 49-52, 1996.
12. Hall ML, Stocks MT. Relationship between quantity of undergraduate science preparation and preclinical performance in medical school. Acad Med 70: 230-235, 1995.
13. Hammen CS, Kelland JL. Attendance and grades in a human physiology course. Adv Physiol Educ 12: 105-108, 1994.
14. Haramati A. Teaching physiology: filling a bucket or lighting a fire? Physiologist 43: 117-121, 2000.
15. Kuipers JC, Clemens DL. Do I dare? Using role-play as a teaching strategy. J Psychosoc Nurs Ment Health Serv 36: 12-17, 1998.
16. Kyle T (editor). Small Business Ideas: 400 Latest and Greatest. Bore- hamwood, UK: TheWorldsBiggestBooks.com, 2009.
17. Lujan HL, DiCarlo SE. Too much teaching, not enough learning: what is the solution? Adv Physiol Educ 30: 17-22, 2006.
18. Magliozzi T. Car Talk. Rant and Rave. The New Theory of Learning (online). http://www.cartalk.com/content/rant/r-rlast15.html [23 September 2009].
19. Matlin M. Cognition. Hoboken, NJ: Wiley & Sons, 2003, p. 101 and 176-178.
20. McDermott L. How we teach and how students learn. Ann NY Acad Sci 701: 9-20, 1993.
21. McKeachie W. Learning and Cognition in the College Classroom. Teaching Tips: Strategies, Research and Theory for College and University Teachers. Lexington, MA: Health, 1994.
22. Michael J. In pursuit of meaningful learning. Adv Physiol Educ 25: 145-158, 2001.
23. Michael JA. Mental models and meaningful learning. J Vet Med Educ 31: 1-5, 2004.
24. Mierson S. Skits and games to enhance students' learning of physiology. Adv Physiol Educ 22: 283-284, 1999.
25. Miller GA. The magical number seven plus or minus two: some limits on our capacity for processing information. Psychol Rev 63: 81-97, 1956.
26. Miller GE. An inquiry into medical teaching. J Med Educ 37: 185-191, 1962.
27. Modell HI. Preparing students to participate in an active learning environment. Adv Physiol Educ 15: 69-77, 1996.
28. Moy JR, Rodenbaugh DW, Collins HL, DiCarlo SE. Who wants to be a physician? An educational tool for reviewing pulmonary physiology. Adv Physiol Educ 24: 30-37, 2000.
29. Odenweller CM, Hsu CT, DiCarlo SE. Educational card games for understanding gastrointestinal physiology. Adv Physiol Educ 20: 78-84, 1998.
30. Penner J. Why Many College Teachers Cannot Lecture. Springfield, IL: Thomas, 1984.
31. Poincaré H.Hypotheses in physics. In: Science and Hypothesis. London: Scott, 1905, p. 141.
32. Rao SP, DiCarlo SE. Peer instruction improves performance on quizzes. Adv Physiol Educ 24: 51-55, 2000.
33. Rao SP, DiCarlo SE. Active learning of respiratory physiology improves performance on respiratory physiology examinations. Adv Physiol Educ 25: 55-61, 2001.
34. Richardson D. Comparison of naive and experienced students of elementary physiology on performance in an advanced course. Adv Physiol Educ 23: 91-95, 2000.
35. Rodenbaugh DW, Collins HL, Chen CY, DiCarlo SE. Construction of a model demonstrating cardiovascular principles. Adv Physiol Educ 22: 67-83, 1999.
36. Rovick AA, Michael JA, Modell HI, Bruce DS, Horwitz B, Adamson T, Richardson DR, Silverthorn DU, Whitescarver SA. How accurate are our assumptions about our students' background knowledge? Adv Physiol Educ 21: 93-101, 1999.
37. Scannapieco F. Formal debate: an active learning strategy. J Dent Educ 61: 955-961, 1997.
38. Searle J. Minds, brains and programs. Behav Brain Sci 3: 417-457, 1980.
39. Silverthorn DU. Using demonstrations to uncover student misconceptions: the Law of LaPlace. Adv Physiol Educ 22: 281-282, 1999.
40. Silverthorn DU, Thorn PM, Svinicki MD. It's difficult to change the way we teach: lessons from the Integrative Themes in Physiology curriculum module project. Adv Physiol Educ 30: 204-214, 2006.
41. Solomon R, Solomon J. Up the University: Recreating Higher Education in America. Reading, MA: Addison-Wesely, 1993, p. 112-113.
42. Stuart J, Rutherford RJ. Medical student concentration during lectures. Lancet 2: 514-516, 1978.
43. Swanson DB, Case SM, Luecht RM, Dillon GF. Retention of basic science information by fourth-year medical students. Acad Med 71: S80-S82, 1996.
44. Tanner K, Allen D. Approaches to biology teaching: understanding the wrong answers-teaching toward conceptual change. Cell Biol Educ 4: 112-117, 2005.
45. Vander AJ. The excitement and challenge of teaching physiology: shaping ourselves and the future. Adv Physiol Educ 12: 3-16, 1994.
46. West KM. The case against teaching. J Med Educ 41: 766-771, 1966.
47. Willingham DT. Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for Your Classroom. San Francisco, CA: Jossey-Bass, 2009.
48. Wright RL. Points of view: content versus process: is this a fair choice? Undergraduate biology courses for nonscientists: toward a lived curriculum. Cell Biol Educ 4: 189-198, 2005.