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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 12 results
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Rodenbaugh, Hanna R.; Lujan, Heidi L.; Rodenbaugh, David W.; DiCarlo, Stephen E. – Advances in Physiology Education, 2014
Because jigsaw puzzles are fun, and challenging, students will endure and discover that persistence and grit are rewarded. Importantly, play and fun have a biological place just like sleep and dreams. Students also feel a sense of accomplishment when they have completed a puzzle. Importantly, the reward of mastering a challenge builds confidence…
Descriptors: Medical Students, Problem Solving, Critical Theory, Spatial Ability
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Lujan, Heidi L.; DiCarlo, Stephen E. – Advances in Physiology Education, 2014
Students are naturally curious and inquisitive with powerful intrinsic motives to probe, learn, and understand their world. Accordingly, class activities must capitalize on this inherently energetic and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to…
Descriptors: Discovery Learning, Class Activities, Cooperative Learning, Group Activities
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Cortright, Ronald N.; Lujan, Heidi L.; Blumberg, Amanda J.; Cox, Julie H.; DiCarlo, Stephen E. – Advances in Physiology Education, 2013
Our students are naturally curious, with powerful intrinsic motives to understand their world. Accordingly, we, as teachers, must capitalize on this inherently active and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. Achieving this…
Descriptors: Gender Differences, Student Motivation, Measures (Individuals), Student Attitudes
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Cortright, Ronald N.; Lujan, Heidi L.; Cox, Julie H.; DiCarlo, Stephen E. – Advances in Physiology Education, 2011
The "conventional wisdom" is that grades are related to class attendance, i.e., students who attend classes more frequently obtain better grades and class attendance dramatically contributes to enhanced learning. However, the influence of sex (female vs. male) on this relationship is understudied. Furthermore, there have been several studies…
Descriptors: Grades (Scholastic), Academic Achievement, Attendance, Exercise Physiology
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Giuliodori, Mauricio J.; Lujan, Heidi L.; Janbaih, Hussein; DiCarlo, Stephen E. – Advances in Physiology Education, 2010
We developed a model to demonstrate how a hopping kangaroo breathes. Interestingly, a kangaroo uses less energy to breathe while hopping than while standing still. This occurs, in part, because rather than using muscle power to move air into and out of the lungs, air is pulled into (inspiration) and pushed out of (expiration) the lungs as the…
Descriptors: Anatomy, Animals, Physiology, Physical Activities
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Giuliodori, Mauricio J.; Lujan, Heidi L.; Briggs, Whitney S.; Palani, Gurunanthan; DiCarlo, Stephen E. – Advances in Physiology Education, 2009
Students generally approach topics in physiology as a series of unrelated phenomena that share few underlying principles. However, if students recognized that the same underlying principles can be used to explain many physiological phenomena, they may gain a more unified understanding of physiological systems. To address this concern, we…
Descriptors: Physiology, Models, Human Body, Biomechanics
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Giuliodori,, Mauricio J.; Lujan, Heidi L.; Briggs, Whitney S.; DiCarlo, Stephen E. – Advances in Physiology Education, 2009
Locomotion and respiration are not independent phenomena in running mammals because locomotion and respiration both rely on cyclic movements of the ribs, sternum, and associated musculature. Thus, constraints are imposed on locomotor and respiratory function by virtue of their linkage. Specifically, locomotion imposes mechanical constraints on…
Descriptors: Physical Activities, Animals, Models, Visual Aids
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Giuliodori, Mauricio J.; Lujan, Heidi L.; DiCarlo, Stephen E. – Advances in Physiology Education, 2009
We used collaborative testing in a veterinary physiology course (65 students) to answer the following questions: 1) do students with individual correct responses or students with individual incorrect responses change their answers during group testing? and 2) do high-performing students make the decisions, that is, are low-performing students…
Descriptors: Feedback (Response), Group Testing, Mastery Tests, Physiology
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Giuliodori, Mauricio J.; Lujan, Heidi L.; DiCarlo, Stephen E. – Advances in Physiology Education, 2008
We used collaborative group testing in a veterinary physiology course (65 students) to test the hypothesis that all students (e.g., high-performing and low-performing students of each group) benefit from collaborative group testing. In this format, students answered questions in the traditional format as individuals. Immediately after completing…
Descriptors: Student Evaluation, Individual Testing, Group Testing, Cooperative Learning
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Slater, Jill A.; Lujan, Heidi L.; DiCarlo, Stephen E. – Advances in Physiology Education, 2007
Students have specific learning style preferences, and these preferences may be different between male and female students. Understanding a student's learning style preference is an important consideration when designing classroom instruction. Therefore, we administered the visual, auditory, reading/writing, kinesthetic (VARK) learning preferences…
Descriptors: Medical Students, Cognitive Style, Questionnaires, Gender Differences
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Giuliodori, Mauricio J.; Lujan, Heidi L.; DiCarlo, Stephen E. – Advances in Physiology Education, 2006
We tested the hypothesis that peer instruction enhances student performance on qualitative problem-solving questions. To test this hypothesis, qualitative problems were included in a peer instruction format during our Physiology course. Each class of 90 min was divided into four to six short segments of 15 to 20 min each. Each short segment was…
Descriptors: Peer Teaching, Problem Solving, Physiology, Academic Achievement
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Lujan, Heidi L.; DiCarlo, Stephen E. – Advances in Physiology Education, 2006
The curriculum is packed with so much content that teachers resort to telling students what they know and students simply commit facts to memory. The packed curriculum leaves little time for students to acquire a deep understanding of the subject or to develop life-long skills such as critical thinking, problem solving, and communication. However,…
Descriptors: Teaching Methods, Curriculum, Active Learning, Educational Strategies