|
Research article summary:
Compelling classroom demonstrations that link visual system anatomy, physiology, and behaviour.
Abstract Extract:
One of our approaches to teaching a course in anatomy and physiology is to stress the fundamental, systems-level concepts. One successful strategy we use is to continually highlight the relationships among anatomy, physiology, and behavior. In this ... (Full abstract text below) Published 2002Dec
in Journal: Adv Physiol Educ
(Language : eng)
Full Pubmed Extract
This information was retrieved, real-time, on your behalf from the public area of the Pubmed website:
1. Adv Physiol Educ.
2002 Dec;26(1-4):204-9
Compelling classroom demonstrations that link visual system anatomy, physiology, and behaviour.
O'Drobinak DM, Woods CB
Department of Biology, Austin Peay State University, Clarksville, Tennessee 37044, USA.
One of our approaches to teaching a course in anatomy and physiology is to stress the fundamental, systems-level concepts. One successful strategy we use is to continually highlight the relationships among anatomy, physiology, and behavior. In this article, we describe a set of classroom demonstrations that stress these links while fostering critical thinking. These demonstrations, on the topic of sensory system structure and function, rely on two perceptual consequences of neural adaptation in the visual system: afterimages and aftereffects. Viewing specific visual stimuli under binocular or monocular conditions with interocular transfer permits several concepts to be observed and discussed, including neural adaptation, anatomical and functional segregation of visual system pathways, and the relationship among visual system structure, function, and perception. This article discusses how to produce and present the required visual stimuli, suggests a set of questions to stimulate critical thinking, and presents student evaluation of this activity.
PMID : 12189128 [PubMed - Indexed for MEDLINE]
This information is obtained from the National Library of Medicine (NLM). Abstract text and other information may be subject to copyright. Type "NLM copyright" into Google for more information.
Full Author Information
| First Name | LastName | Initials |
| David M | O'Drobinak | DM |
| Charles B | Woods | CB |
Affiliation: Department of Biology, Austin Peay State University, Clarksville, Tennessee 37044, USA.
3rd Party provider links
Click the links below to go to related 3rd party information:
MESH categories and related page links
This article was linked to the MESH categories shown on the left below. The links on the right are related Memletics pages.
Category links from this article:- Afterimage
- Anatomy - education
- Behavior
- Color
- Education, Medical
- Figural Aftereffect
- Humans
- Motion
- Neuronal Plasticity
- Photic Stimulation
- Physiology - education
- Problem-Based Learning
- Teaching
- Visual Pathways - anatomy & histology, physiology
| | Related Memletics topics: |
Links for this articleFor links to places where you can get the full text of this article see links. Note there may be a subscription or fee required for access to the full text. New! Using similar technology to this site, we have launched find-health-articles.com, targeting over 1 million health research article abstracts. Related ArticlesHere are some articles related to this one (by title keywords): Keywords in this article:adaptation, aftereffects, afterimages, anatomical, anatomy, approaches, article, behavior, binocular, classroom, concepts, conditions, consequences, continually, course, critical, demonstrations, describe, discussed, discusses, evaluation, fostering, function, functional, fundamental, highlight, including, interocular, level, links, monocular, neural, observed, one, pathways, perception, perceptual, permits, physiology, present, presents, produce, questions, relationships, rely, required, segregation, sensory, set, specific, stimulate, stimuli, strategy, stress, structure, student, successful, suggests, systems, teaching, thinking, topic, transfer, two, under, viewing, visual
|
