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Mahwah, NJ: Erlbaum, 2006.",{"doi":296},"10.4324\u002F9781410617071",{"id":24,"text":298,"url":24,"identifiers":299},"Fisher KM, Wandersee JH, and Moody DE (editors). Mapping Biology Knowledge. Dordrecht, The Netherlands: Kluwer, 2000.",{},{"id":24,"text":301,"url":24,"identifiers":302},"Gabel DL (editor). Handbook of Research on Science Teaching and Learning. New York: Macmillan, 1994.",{},{"id":24,"text":304,"url":24,"identifiers":305},"Gardner M, Greeno JG, Reif F, Schoenfield AH, DiSessa A, and Stage E (editors). Toward a Scientific Practice of Science Education. Hillsdale, NJ: Erlbaum, 1990.",{},{"id":24,"text":307,"url":24,"identifiers":308},"Glynn SM, Yeany RH, and Britton BK (editors). The Psychology of Learning Science. Hillsdale, NJ: Erlbaum, 1991.",{},{"id":24,"text":310,"url":24,"identifiers":311},"10.1119\u002F1.18809",{"doi":310},{"id":24,"text":313,"url":24,"identifiers":314},"Halpern DF and Hakel MD. Learning that lasts a lifetime: teaching for retention and transfer. New Dir Teach Learn 89: 3–7, 2002.",{},{"id":24,"text":316,"url":24,"identifiers":317},"Haskell R. Transfer of Learning: Cognition, Instruction, and Reasoning. San Diego, CA: Academic, 2001.",{},{"id":24,"text":319,"url":24,"identifiers":320},"10.1119\u002F1.17117",{"doi":319},{"id":24,"text":322,"url":24,"identifiers":323},"10.1119\u002F1.2344278",{"doi":322},{"id":24,"text":325,"url":24,"identifiers":326},"10.1119\u002F1.2343497",{"doi":325},{"id":24,"text":328,"url":24,"identifiers":329},"Hintze TH and Zhao G. Common misconceptions that arise in the first-year medical physiology curriculum concerning heart failure. Advan Physiol Educ 22: 260–267, 1999.",{"doi":330},"10.1152\u002Fadvances.1999.277.6.S260",{"id":24,"text":332,"url":24,"identifiers":333},"One Hundred Seventh Congress of the United States of America. The Educational Sciences Reform Act of 2002 (107th Congress). Washington, DC: Congressional Act, HR 3801, 2002.",{},{"id":24,"text":335,"url":24,"identifiers":336},"One Hundred Seventh Congress of the United States of America. No Child Left Behind Act of 2001. Washington, DC: Congressional Act, Public Law No. 107-110.",{},{"id":24,"text":338,"url":24,"identifiers":339},"Johnson DW, Johnson RT, and Stanne MB. Cooperative Learning Methods: a Meta-Analysis (online). http:\u002F\u002Fwww.co-operation.org\u002Fpages\u002Fcl-methods.html [21 August 2006].",{},{"id":24,"text":341,"url":24,"identifiers":342},"10.3102\u002F00028312023003382",{"doi":341},{"id":24,"text":344,"url":24,"identifiers":345},"Kind V. Beyond Appearances: Students' Misconceptions About Basic Chemical Ideas (2nd ed.) (online). http:\u002F\u002Fwww.chemsoc.org\u002FLearnNet\u002Frsc\u002Fmiscon.pdf [21 August 2006].",{},{"id":24,"text":347,"url":24,"identifiers":348},"Kutchai H. Reflections of a Medical School Teacher. San Francisco, CA: Experimental Biology Symposium, 2006.",{},{"id":24,"text":350,"url":24,"identifiers":351},"Lake DA. Peer tutoring improves student performance in an advanced physiology course. Advan Physiol Educ 21: 86–92, 1999.",{"doi":352},"10.1152\u002Fadvances.1999.276.6.S86",{"id":24,"text":354,"url":24,"identifiers":355},"Lambert BL and McCombs NM (editors). How Students Learn: Reforming Schools Through Learner-Centered Education. Washington, DC: American Psychological Association, 1998.",{},{"id":24,"text":357,"url":24,"identifiers":358},"Lemke JL. Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex, 1990.",{},{"id":24,"text":360,"url":24,"identifiers":361},"Limón M and Mason L (editors). Reconsidering Conceptual Change: Issues in Theory and Practice. Dordrecht, The Netherlands: Kluwer, 2002.",{},{"id":24,"text":363,"url":24,"identifiers":364},"10.1002\u002Ftea.3660320108",{"doi":363},{"id":24,"text":366,"url":24,"identifiers":367},"Massialis BG. Discovery- and inquiry-based programs. In: The International Encyclopedia of Education, edited by Husen T and Postlethwaite TN. Oxford: Pergamon, 1985, p. 1415–1418.",{},{"id":24,"text":369,"url":24,"identifiers":370},"Matlin MW. Cognitive psychology and college-level pedagogy: two siblings that rarely communicate. New Dir Teach Learn 89: 97–103, 2002.",{},{"id":24,"text":372,"url":24,"identifiers":373},"Mazur E. Peer Instruction. Upper Saddle River, NJ: Prentice Hall, 1997.",{},{"id":24,"text":375,"url":24,"identifiers":376},"McCloskey M. Naïve theories of motion. In: Mental Models, edited by Gentner D and Stevens AL. Hillsdale, NJ: Erlbaum, 1983, p. 299–324.",{},{"id":24,"text":378,"url":24,"identifiers":379},"10.1119\u002F1.17003",{"doi":378},{"id":24,"text":381,"url":24,"identifiers":382},"10.1152\u002Fadvances.2000.23.1.S72",{"doi":381},{"id":24,"text":384,"url":24,"identifiers":385},"McNeal AP and D'Avanzo C (editors). 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Advan Physiol Educ 8: 33–36, 1992.",{},{"id":24,"text":500,"url":24,"identifiers":501},"Ryle G. The Concept of Mind. London: Hutchinson, 1949.",{},{"id":24,"text":503,"url":24,"identifiers":504},"10.1088\u002F0031-9120\u002F37\u002F1\u002F307",{"doi":503},{"id":24,"text":506,"url":24,"identifiers":507},"Segal JW, and Chipman SF, and Glaser R (editors). Teaching and Learning Skills: Relating Instruction to Research. Hillsdale, NJ: Erlbaum, vol. 1, 1985.",{},{"id":24,"text":509,"url":24,"identifiers":510},"10.1119\u002F1.16979",{"doi":509},{"id":24,"text":512,"url":24,"identifiers":513},"Simon HA. Learning to research about learning. In: Cognition and Instruction: Twenty-Five Years of Progress, edited by Carver SM and Klahr D. Mahwah, NJ: Erlbaum, 2001, p. 205–226.",{},{"id":24,"text":515,"url":24,"identifiers":516},"Sinatra GM and Pintrich PR (editors). Intentional Conceptual Change. 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Advan Physiol Educ 25: 62–69, 2001.",{"doi":550},"10.1152\u002Fadvances.2001.25.2.62",{"id":24,"text":552,"url":24,"identifiers":553},"10.1119\u002F1.18988",{"doi":552},{"id":24,"text":555,"url":24,"identifiers":556},"10.1002\u002F(SICI)1098-237X(199811)82:6\u003C679::AID-SCE3>3.0.CO;2-E",{"doi":555},false,{"id":559,"createTime":560,"updateTime":560,"relativeEntities":561,"slug":562,"properties":563,"entityType":126,"verifyStatus":127,"verifyTime":560,"verifyNote":129,"languages":578,"translateLanguages":24,"viewCount":25,"primaryUrl":579,"fullTextUrl":24,"authors":580,"publicationType":155,"publisherRelationship":615,"citationCount":670,"citationInfo":671,"publishDate":682,"publishYear":672,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":683,"openAccess":24,"references":684,"isForceReanalyzing":557},"fb7c6fe2-ac5b-4ef6-8f46-0f79b2a6b80e","2025-02-05T18:41:35.340+00:00",[],"A-comparison-of-professional-level-faculty-and-student-perceptions-of-active-learning-its-current-use-effectiveness-and-barriers",{"mag":564,"pmc":566,"openalex":568,"abstract":570,"title":572,"pm":574,"doi":576},{"VOID":565},"2099619975",{"VOID":567},"4154270",{"VOID":569},"W2099619975",{"EN":571},"\u003Cjats:p> Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom ( n = 116) and professional-level physiology faculty members ( n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. \u003C\u002Fjats:p>",{"EN":573},"A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers",{"VOID":575},"25179615",{"VOID":577},"10.1152\u002Fadvan.00014.2014",[131],"https:\u002F\u002Fwww.physiology.org\u002Fdoi\u002F10.1152\u002Fadvan.00014.2014",[581,598],{"id":582,"sortIndex":25,"researcher":24,"roles":583,"affiliations":584,"properties":593,"displayName":595,"givenName":24,"familyName":24},"524fad57-6b60-452e-bb37-a6e0117a4e71",[],[585],{"id":586,"sortIndex":25,"affiliation":587,"properties":24},"3a00b599-223e-4ae7-99b7-38f2e99d44bd",{"id":586,"createTime":24,"updateTime":24,"relativeEntities":588,"slug":24,"properties":589,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":592,"statistic":24},[],{"title":590},{"EN":591},"Department of Physiology and Biophysics, School of Medicine, University of Louisville, Louisville, Kentucky; and.",[],{"title":594,"openalex":596},{"EN":595},"Cynthia J. 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Claude Bernard originally proposed the concept of the constancy of the “milieu interieur,” but his discussion was rather abstract. Walter Cannon introduced the term “homeostasis” and expanded Bernard's notion of “constancy” of the internal environment in an explicit and concrete way. In the 1960s, homeostatic regulatory mechanisms in physiology began to be described as discrete processes following the application of engineering control system analysis to physiological systems. Unfortunately, many undergraduate texts continue to highlight abstract aspects of the concept rather than emphasizing a general model that can be specifically and comprehensively applied to all homeostatic mechanisms. As a result, students and instructors alike often fail to develop a clear, concise model with which to think about such systems. In this article, we present a standard model for homeostatic mechanisms to be used at the undergraduate level. We discuss common sources of confusion (“sticky points”) that arise from inconsistencies in vocabulary and illustrations found in popular undergraduate texts. 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Many chemistry educators have adopted the process-oriented guided instructional learning (POGIL) pedagogy. However, it is not clear which aspects of POGIL are the most important in terms of actual learning. We compared 354 first-year undergraduate psychology students' learning in physiological psychology using four teaching methods: control, POGIL, POGIL without reporting [no report out (NRO)], and POGIL run by untrained graduate students [new facilitator (NF)]. Student activities were identical across POGIL variations and highly similar for control. Participants' knowledge was evaluated before (pretest), immediately after (posttest), and 2 wk later (followup). Control and POGIL groups showed no improvement at posttest, whereas NRO and NF groups both recalled more material than at pretest ( P = 0.002 and P < 0.0005, respectively). In a surprise test 2 wk later, control ( P < 0.0005), NRO ( P = 0.03), and NF ( P < 0.0005) groups recalled less than at posttest. The POGIL group showed the smallest drop in knowledge ( P = 0.05). Importantly, the control group's knowledge was below pretest levels ( P < 0.0005), whereas the POGIL, NRO, and NF groups' knowledge was not. Self-assessment of knowledge was consistent across groups at pretest, but POGIL participants had the lowest confidence at posttest and 2 wk later. At followup, the control, NRO, and NF groups showed greater confidence in their knowledge than the POGIL group ( P = 0.03, P = 0.002, and P = 0.004, respectively). POGIL and its variations appear to consolidate existing knowledge against memory decay even when student confidence does not match performance. \u003C\u002Fjats:p>",{"EN":1348},"Process-oriented guided-inquiry learning improves long-term retention of information",{"VOID":1350},"24022769",{"VOID":1352},"10.1152\u002Fadvan.00104.2012",[131],"https:\u002F\u002Fwww.physiology.org\u002Fdoi\u002F10.1152\u002Fadvan.00104.2012",[1356,1373,1392],{"id":1357,"sortIndex":25,"researcher":24,"roles":1358,"affiliations":1359,"properties":1368,"displayName":1370,"givenName":24,"familyName":24},"8fafe8cd-047b-47a3-a11c-2cf56fdd1383",[],[1360],{"id":1361,"sortIndex":25,"affiliation":1362,"properties":24},"bbbd89c2-df93-476b-be44-7b7cf84daa84",{"id":1361,"createTime":24,"updateTime":24,"relativeEntities":1363,"slug":24,"properties":1364,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1367,"statistic":24},[],{"title":1365},{"EN":1366},"Office of Research, University of The Sunshine Coast, Maroochydore, Queensland, Australia; and",[],{"title":1369,"openalex":1371},{"EN":1370},"Thea Vanags",{"VOID":1372},"A5083097431",{"id":1374,"sortIndex":95,"researcher":24,"roles":1375,"affiliations":1376,"properties":1385,"displayName":1389,"givenName":24,"familyName":24},"89ef4f37-ad58-44c0-a2f0-3b7cebf4edc6",[],[1377],{"id":1378,"sortIndex":25,"affiliation":1379,"properties":24},"0c78cecc-9331-46c8-b653-bd8928f1d308",{"id":1378,"createTime":24,"updateTime":24,"relativeEntities":1380,"slug":24,"properties":1381,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1384,"statistic":24},[],{"title":1382},{"VI":1383},"The Australian National University, Canberra, Australia",[],{"orcid":1386,"title":1388,"openalex":1390},{"VOID":1387},"https:\u002F\u002Forcid.org\u002F0000-0002-3183-5268",{"EN":1389},"Kristen Pammer",{"VOID":1391},"A5087885153",{"id":1393,"sortIndex":844,"researcher":24,"roles":1394,"affiliations":1395,"properties":1402,"displayName":1404,"givenName":24,"familyName":24},"a01d5bff-0a01-4d5e-94ff-cd31524dc25e",[],[1396],{"id":1378,"sortIndex":25,"affiliation":1397,"properties":24},{"id":1378,"createTime":24,"updateTime":24,"relativeEntities":1398,"slug":24,"properties":1399,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":1401,"statistic":24},[],{"title":1400},{"VI":1383},[],{"title":1403,"openalex":1405},{"EN":1404},"Jay K. 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Process-oriented guided-inquiry learning (POGIL), a pedagogical technique initially developed for college chemistry courses, has been implemented for 2 yr in a freshman-level anatomy and physiology course at a small private college. The course is populated with students with backgrounds ranging from no previous college-level science to junior and senior biology, biochemistry, and forensic science majors. Fifty percent of the lectures in the course were replaced with POGIL activities, performed in class by students working collaboratively in small groups. The introduction of POGIL pedagogy into the second half of a two-semester anatomy and physiology course significantly improved student performance on summative evaluations. Overall course scores increased from a mean score of 76% to 89% in the three semesters after POGIL was introduced. Performance on the same multiple-choice final exam rose from a mean of 68% to 88% over the same time period. Most significantly, the rate of students earning a D or F in the course was halved in the first two semesters after POGIL was introduced and was 0% in the third semester. 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