A Partnership of
Life Science Organizations
Life Science Organizations
| View Resource |
 |
|
||
| Average Rating |
 |
|||
| Rate It! | To rate items you must be logged in to LifeSciTRC.. Log-in/Register now to the left. | |||
| Comment On It! |
To add comments, you must log in or register.
|
|||
| Share It! |
|
|||
| Save It! | To save the resource to a folder, please log in or register. | |||
| Description | How many of you have said to yourself or to your colleagues, "I want my students to understand physiology."? The answer is obvious. We all want our students to understand physiology, not just memorize it. Or at least we all say we do. This paper will focus on what we need to do to help our students learn with understanding. | |||
| Type of Resource | Journal Article/Issue, Meeting Presentation | |||
| Format | Web Page - HTML | |||
| Author |
Joel Michael, Rush Medical College
|
|||
| Development Date | September 1, 2001 | |||
| Grade/Age Levels |
Undergraduate lower division (Grades 13-14) Undergraduate upper division (Grades 15-16) Graduate Professional (degree program) Continuing Education |
|||
| Pedagogies | ||||
| Learning Time | <=1 hour | |||
| Language | English | |||
| Type of Review | Reviewed By Journal Board | |||
| Review Date | Reviewed at time of publication | |||
| Keywords | ||||
| Suggested Use | ||||
To add comments, you must log in or register.
This article, although dated to 2001, is still a relevant critique against rote learning in the sciences. It is useful for all faculty in that it provides compelling arguments in support of problem-learning and teaching using critical thinking activities. The article is an important part of teaching resource library for undergraduate educators in undergraduate, graduate, professional education.
—Brian Shmaefsky, Lone Star College - Kingwood