Zobrazeno 1 - 10
of 71
pro vyhledávání: '"Harold I. Modell"'
Autor:
Harold I. Modell, Joel Michael
Publikováno v:
Advances in Physiology Education. 43:373-377
We have created and validated a conceptual framework for the core physiology concept of “cell membrane.” The conceptual framework is composed of 27 items arranged in a hierarchy that is, in some instances, four levels deep. We have validated it w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::57bdc62efaacaf72f4b4f57157ece93f
https://doi.org/10.1152/advan.00051.2019
https://doi.org/10.1152/advan.00051.2019
Autor:
Joel Michael, Harold I. Modell
Publikováno v:
Advances in physiology education. 45(2)
We have created a conceptual framework for the core concept of “mass balance.” Unlike the previous conceptual frameworks that we have created and validated, the framework for “mass balance” is simply a description in words of the fundamental
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::415c18e2488c5b1885cd6ba6b7c8a616
https://pubmed.ncbi.nlm.nih.gov/33825520
https://pubmed.ncbi.nlm.nih.gov/33825520
Autor:
Harold I. Modell, Penelope A. Hansen, Dee U. Silverthorn, Robert G. Carroll, Douglas Curran-Everett, Barbara E. Goodman, Jonathan D. Kibble
Publikováno v:
Advances in Physiology Education. 42:405-411
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b4b46337668d7c2e5d9e593f13389ab1
https://doi.org/10.1152/advan.00095.2018
https://doi.org/10.1152/advan.00095.2018
Autor:
Harold I. Modell, Joel Michael, Mary Pat Wenderoth, Ann Wright, Jenny McFarland, William Cliff
Publikováno v:
Advances in Physiology Education. 40:213-222
We have developed and validated a conceptual framework for understanding and teaching organismal homeostasis at the undergraduate level. The resulting homeostasis conceptual framework details critical components and constituent ideas underlying the c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::42fd3031a3debbe870ee02d024c73612
https://doi.org/10.1152/advan.00103.2015
https://doi.org/10.1152/advan.00103.2015
Autor:
Harold I. Modell, Joel Michael
Publikováno v:
The FASEB Journal. 32
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6995a7677f6c52198da2e31867621066
https://doi.org/10.1096/fasebj.2018.32.1_supplement.773.13
https://doi.org/10.1096/fasebj.2018.32.1_supplement.773.13
Autor:
Harold I, Modell
Publikováno v:
The Physiologist. 60(3)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::5c80bc536164c6788b9c5fa4ce7770ce
https://pubmed.ncbi.nlm.nih.gov/29480985
https://pubmed.ncbi.nlm.nih.gov/29480985
Publikováno v:
The Core Concepts of Physiology ISBN: 9781493969074
The core concept of flow down gradients is also a general model of how things, whether animate or inanimate, move in the physical world.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2a90ccf252c4c473f1f7b594e4ae66c1
https://doi.org/10.1007/978-1-4939-6909-8_6
https://doi.org/10.1007/978-1-4939-6909-8_6
Publikováno v:
The Core Concepts of Physiology ISBN: 9781493969074
We begin by defining what we mean by a “curriculum” and describing the critical features of a curriculum. We next describe the enormous diversity of students and programs in physiology and how the curricula reflect this diversity. We then propose
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f46d386fef56573b2b0314b726751c88
https://doi.org/10.1007/978-1-4939-6909-8_12
https://doi.org/10.1007/978-1-4939-6909-8_12
Publikováno v:
The Core Concepts of Physiology
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0e6c29d7c1d5ea92913b5f5b1fb29c29
https://doi.org/10.1007/978-1-4939-6909-8
https://doi.org/10.1007/978-1-4939-6909-8
Publikováno v:
The Core Concepts of Physiology ISBN: 9781493969074
In this chapter, we first discuss the roles that assessment plays in any learning environment. We then discuss the problem of aligning assessment with learning objectives. We then turn to the particular problem of assessing conceptual understanding a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3748b14534fa2b5053557483f0d0fdd0
https://doi.org/10.1007/978-1-4939-6909-8_11
https://doi.org/10.1007/978-1-4939-6909-8_11