Integrating the Concept of Homeostasis Into a First-Semester Anatomy and Physiology Course Through Short Predict-Observe-Explain Activities

AbstractHistorically, undergraduate anatomy and physiology (A&P) has been a challenging course for incorporating conceptual learning techniques due to large class sizes and an emphasis on content and terminology. The project utilized the Predict-Observe-Explain (POE) strategy to create short activities based on real-world scenarios that incorporated A&P course material with the overarching concept of homeostasis. A total of five activities centered around the concept of homeostasis were created for the first semester of an introductory undergraduate A&P course. In this article, we present the design and implementation process for the activities. Following each course unit, an activity was conducted to improve conceptual learning among students. Each POE was organized around a real-world scenario, and students were provided secondhand data to observe and analyze so they could generate evidence-based explanations. Students worked in groups to analyze data, including tables, graphs, schematics, charts, and graphics. We present feedback data collected from students on the utility of the activities. All activities and materials are included and implications are discussed. Additional informationNotes on contributorsSammi MooreSammi Moore is a graduate student in the Department of STEM EducationRon GrayRon Gray (ron.gray@nau.edu) is an associate professor in the Department of STEM EducationJeff MeilanderJeff Meilander is a doctoral student in the Department of Biological Sciences, all at Northern Arizona University in Flagstaff. Arizona.