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Integrating (Comparing?) Animal and Plant Physiology. Stacey Kiser Gail Baker Tammy Tintjer Joyce Cadwallader. Problem. Students tend to compartmentalize their learning and fail to see interesting and synthetic connections.
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Integrating (Comparing?) Animal and Plant Physiology Stacey Kiser Gail Baker Tammy Tintjer Joyce Cadwallader
Problem • Students tend to compartmentalize their learning and fail to see interesting and synthetic connections. • Teaching plants and animal physiology as separate units reinforces the problem. • Plants seem foreign and faculty relay on animal example to gain student interest. • Student misconceptions about plants are deep-seated.
Proposed Framework for Integration: Autotrophic and Heterotropic solutions to similar problems
Attempted Solution • Stacey and Gail piloted a course last semester in which plant and animal physiology were combined.
Matrix of Concepts • We initiated the development of a matrix of concepts and the plant and animals systems in which they appear.
Laboratory Activities • Much of the laboratory activities involve dissection of animals and plants to demonstrate the evolutionary relationships and adaptation. We will develop a series of laboratory exercises requiring the students to address the same characteristics in plants and animals.
