Experiment demonstrating skeletal muscle biomechanics.

Abstract

Many students have limited opportunities to develop scientific expertise. This is caused, in part, by the scarcity of scientific educational materials and the expense of supplies and equipment. To address these concerns, we developed an inexpensive laboratory experience that introduces students to the scientific process. Our objective was to create an interactive experiment that requires minimal equipment. To this end, we created an exercise that examines muscle biomechanics. The students conduct a hands-on experiment as researchers and as subjects by investigating the physiological concepts of muscle biomechanics using only supplies that can be found at any school. Questions are interspersed throughout the text to highlight key principles and challenge student thinking on the important concepts. This exercise not only provides an opportunity for students to interact and discuss the important physiological principles but also provides a window through which students may see a future in science.

A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology

“…In this sense, models are frequently used to explain complex ideas, since they incite logical reasoning and creativity, enabling students to develop conceptual or qualitative representations of the subject matter, directing them towards meaningful learning [2, 3, 8, 12, 14, 18, 19]. …”

“…Taking into account that innovation in medical education is not an easy task [ 1 ], a considerable body of knowledge about cognitive processes and methods of teaching and learning has accumulated in recent decades, helping teachers to determine the most efficient way to teach. Scientific evidence has shown that active student participation facilitates the assimilation and consolidation of new knowledge, and improves learning outcomes [ 2 – 5 ]. In addition, literature favors the concept that information should be provided simultaneously in multisensory modalities, since a considerable amount of data indicates that the most complete and successful strategy for teaching physiology to a diverse group of students consists in offering information in a manner that addresses multiple learning styles [ 6 – 11 ], satisfying visual, aural and kinesthetic learners [ 2 , 12 – 15 ].…”

“…Some of these methodologies are particularly suitable when physiology teacher’s focus is on fostering the rational use of experimental animals [ 16 , 17 ] and promoting the acquisition of skills and competencies such as communication, critical thinking and teamwork. In this sense, models are frequently used to explain complex ideas, since they incite logical reasoning and creativity, enabling students to develop conceptual or qualitative representations of the subject matter, directing them towards meaningful learning [ 2 , 3 , 8 , 12 , 14 , 18 , 19 ].…”

Hooke's law: applications of a recurring principle

“…To test this model, the spring was stretched in 5-ml increments (5,10,15,20,25, and 30 ml in random order) by pulling down the syringe plunger. The spring recoil pressure was generated by releasing the syringe plunger.…”

“…A model was chosen because models significantly enhance student understanding (4). Simple, inexpensive models encourage research-oriented learning and are often used to explain complex ideas because models promote logic, reasoning, and creativity (1,2,(5)(6)(7)(8)(11)(12)(13)(14). Physical models relate the unknown to the familiar and provide a new perspective on information gathering.…”