The core principles ("big ideas") of physiology: Results of faculty surveys

American Journal of Physiology - Advances in Physiology Education

Volumn 35, Issue 4, 2011, Pages 336-341

  Michael, Joel ^a   McFarland, Jenny ^b  

^a RUSH MEDICAL COLLEGE   (United States)

^b Edmonds Community College   (United States)

Author keywords

Concept inventory; Conceptual assessment

Indexed keywords

EID: 84859373764     PISSN: 10434046     EISSN: 15221229     Source Type: Journal    
DOI: 10.1152/advan.00004.2011     Document Type: Article

References (20)

1. American Association for the Advancement of Science. Vision and Change: a Call to Action (online). http://visionandchange.org/files/2010/03/VC_report.pdf [17 August 2011].
2. Association of American Medical Colleges. Scientific Foundations for Future Physicians. Washington, DC: Association of American Medical Colleges, 2009.
3. D'Avanzo C. Biology concept inventories: overview, status, and next steps. Bioscience 58: 1079-1085, 2008.
4. Duschl RA, Schweingruber HA, Shouse AW. (editors) Taking Science to School: Learning and Teaching Science in Grades K-8. Washington, DC: National Academies, 2007.
5. Feder ME. Aims of undergraduate physiology education: a view from the University of Chicago. Adv Physiol Educ 29: 3-10, 2005.
6. Garvin-Doxas K, Klymkowsky M. Understanding randomness and its impact on student learning: lessons learned from building the Biology Concept Inventory (BCI). CBE Life Sci Educ 7: 227-222, 2008.
7. Garvin-Doxas K, Klymkowsky M, Elrod S. Building, using, and maximizing the impact of concept inventories in the biological sciences: report on a National Science Foundation-sponsored conference on the construction of concept inventories in the biological sciences. CBE Life Sci Educ 6: 277-288, 2007.
8. Hestenes D, Wells M, Swackhamer G. Force concept inventory. Phys Teach 30: 159-166, 1992.
9. Howitt S, Anderson T, Costa M, Hamilton W, Wright T. A concept inventory for molecular life sciences: how will it help your teaching practice? Australian Biochem 39: 14-17, 2008.
10. Lane E. AAAS news and notes: AAAS testing web site probes students' misconceptions about science. Science 332: 522, 2011.
11. Libarkin J. Concept Inventories in Higher Education Science (online). http://www7.nationalacademies.org/bose/Libarkin_CommissionedPaper.pdf [17 August 2011].
12. Michael J. What makes physiology hard for students to learn? Results of a faculty survey. Adv Physiol Educ 31: 34-40, 2007.
13. Michael J. Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop. Adv Physiol Educ 31: 389-391, 2009.
14. Michael J, McFarland J, Wright A. The second Conceptual Assessment in the Biological Sciences workshop. Adv Physiol Educ 32: 248-251, 2008.
15. Michael J, Modell H, McFarland J, Cliff W. The "core principles" of physiology: what should students understand? Adv Physiol Educ 33: 10-16, 2009.
16. Modell HI. How to help students understand physiology? Emphasize general models. Adv Physiol Educ 23: 100-107, 2000.
17. Niemi D, Phelan J. Eliciting Big Ideas in Biology. Asilomar, CA: Conceptual Assessment in Biology II Conference, 2008.
18. Smith J, Tanner K. The problem of revealing how students think: concept inventories and beyond. CBE Life Sci Educ 9: 1-5, 2010.
19. Stamp N. Teaching Issues and Experiments in Ecology. Conceptual Assessment in the Biological Sciences (online). http://www.esa.org/tiee/vol/v5/review/stamp/abstract.html [17 August 2011].
20. Wiggins G, McTighe J. Understanding by Design (expanded 2nd ed.). Arlington, VA: Association for Supervision and Curriculum Design, 2005.