ERIC Number: EJ1084682
Record Type: Journal
Publication Date: 2015-Dec
Reference Count: 5
Physiology Should Be Taught as Science Is Practiced: An Inquiry-Based Activity to Investigate the "Alkaline Tide"
Lujan, Heidi L.; DiCarlo, Stephen E.
Advances in Physiology Education, v39 n4 p419-420 Dec 2015
The American Association for the Advancement of Science (AAAS) strongly recommends that "science be taught as science is practiced." This means that the teaching approach must be consistent with the nature of scientific inquiry. In this article, the authors describe how they added scientific inquiry to a large lecture-based physiology class of 80 students by introducing the pioneering work of Roger S. Hubbard and replicating part of Hubbard's original experiment during a discussion of gastric secretions.
Descriptors: Physiology, Inquiry, Active Learning, Science Instruction, Science Experiments, Science Activities, College Science
American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: firstname.lastname@example.org; Web site: http://advan.physiology.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Michigan