| Autor: |
Crowther GJ; Life Sciences Department, Everett Community College, Everett, Washington, United States.; Division of Biological Sciences, University of Washington Bothell, Bothell, Washington, United States., Knight TA; Department of Biology, Whitman College, Walla Walla, Washington, United States. |
| Jazyk: |
angličtina |
| Zdroj: |
Advances in physiology education [Adv Physiol Educ] 2023 Jun 01; Vol. 47 (2), pp. 202-214. Date of Electronic Publication: 2023 Jan 26. |
| DOI: |
10.1152/advan.00024.2022 |
| Abstrakt: |
The past ∼15 years have seen increasing interest in defining disciplinary core concepts. Within the field of physiology, Michael, McFarland, Modell, and colleagues have published studies that defined physiology core concepts and have elaborated many of these as detailed conceptual frameworks. With such helpful definitions now in place, attention is turning to the related issue of how to maximize student understanding of the core concepts by linking these "big ideas" to concrete student-facing resources for active learning and assessment. Our practitioner-based view begins with the recognition that in many if not most undergraduate physiology courses assessment drives learning. We have therefore linked published conceptual frameworks to Test Question Templates (TQTs), whose structure promotes transparent assessments as well as the active learning needed to prepare for such assessments. We provide examples of conceptual framework-linked TQTs for the physiology core concepts of Homeostasis, Flow Down Gradients, the Cell Membrane, and Cell-Cell Communication. We argue that this deployment of TQTs has at least two distinct benefits for the teaching and learning of core concepts. First, documenting the connections between conceptual frameworks and TQTs may clarify coverage and assessment of the core concepts for both instructors and students. Second, misconceptions about core concepts may be directly targeted and dispelled via thoughtful construction, arrangement, and iteration of TQTs. We propose that the TQT framework or similar approaches may be applied fruitfully to any sufficiently articulated physiology core concept for high school, undergraduate, or graduate students. NEW & NOTEWORTHY Our students often focus on the grades they need to advance through academic programs. How can instructors harness this understandable interest in grades to help students gain a true understanding of core concepts? The new framework of Test Question Templates (TQTs) shows promise in linking student priorities like test scores to instructor priorities like core concepts. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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