Abstract:
:To systematically investigate whether the inclusion of a bioethical discussion improves the learning and retention of biological content, students in two sections of an introductory zoology class were taught the biology behind emergency contraception and RU-486. Students in one section of the course participated in a bioethical discussion, whereas students in the other section participated in a content-only discussion. Pre- and postsurveys, response paragraphs, and a final exam were collected and used to examine the learning and retention of content knowledge. Results suggested that students who participated in a bioethical discussion of emergency contraception and RU-486 learned and retained information better than students who received content-only instruction. Interestingly, students who participated in the bioethical discussion also appeared to be more confident in their answers. The results of this study may inform the teaching practices and goals of science educators who would like to incorporate a discussion of bioethical issues into their curriculum but often feel that content coverage is paramount.
journal_name
Adv Physiol Educjournal_title
Advances in physiology educationauthors
Bodensteiner KJdoi
10.1152/advan.00122.2011subject
Has Abstractpub_date
2012-03-01 00:00:00pages
34-41issue
1eissn
1043-4046issn
1522-1229pii
36/1/34journal_volume
36pub_type
杂志文章abstract::The purpose of this laboratory exercise is to model the changes in preload, afterload, and contractility on a simulated pressure-volume loop and to correlate those findings with common measurements of clinical cardiovascular physiology. Once students have modeled these changes on a healthy heart, the students are aske...
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journal_title:Advances in physiology education
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