Implementing Experiential Education in the Anatomy and Physiology Laboratories

生物系正在通过使用计算机和其他数字技术来实施解剖学和生理学的体验式学习。新设备，加上在线实验室手册和实验室内的互联网接入，允许主修和非主修生物学的学生在监督和独立的实验室体验中探索生理学和解剖学概念。该设备用于满足两个已确定的课程需求。第一个需求是让学生通过使用计算机界面记录、比较和分析数据，成为生理实验的积极参与者。一个单独的MacLab站点已经得到了巨大的成功；然而，它仅限于教师演示。四个新的移动计算机工作站，每个都配备了数字数据采集技术，可以与在线实验室手册一起使用，让学生在生理研究中有实践经验。第二个需求是学生有能力学习复杂的解剖关系，通过使用基于计算机的解剖包和数码相机来捕获、修改和链接三维解剖图像并记录解剖。学生能够比较来自多个分类群代表的同源结构。该设备还允许生物学教师帮助学生在生理学和解剖学课程中将形式和功能联系起来。该项目极大地丰富了非专业学生的入门课程，他们中的许多人是职前教师。通过为职前教师模拟计算机增强教学和体验式学习，该项目对K12水平的科学教学产生了重大影响。它还允许生物学专业的学生做更复杂的生理学和解剖学高级研究项目。

The Biology Department is implementing experiential learning in anatomy and physiology through the use of computers and other digital technology. The new equipment, coupled with an on-line laboratory manual and Internet access in the laboratories, allow both major and nonmajor biology students to explore physiological and anatomical concepts in both supervised and independent laboratory experiences. The equipment is used to meet two identified curricular needs. The first need is for students to become active participants in physiological experiments by using computer interfaces to record, compare, and analyze data. A single MacLab station has been used with great success; however, it has been limited to instructor demonstrations. Four new mobile computer workstations, each equipped with digital data acquisition technology, can be used in conjunction with an on-line laboratory manual to allow students to have hands-on experience in physiological investigation. The second need is for students to have the ability to learn sophisticated anatomical relationships by using a computer-based anatomical package and digital camera to capture, modify, and link three-dimensional anatomical images and to record dissections. Students are able to compare homologous structures from representatives of multiple taxa. The equipment also allows biology faculty to help students link form and function in physiology and anatomy courses. The project greatly enriches introductory-level courses for nonmajors, many of whom are preservice teachers. By modeling computer-enhanced instruction and experiential learning for preservice teachers, the project has a significant impact on science teaching at the K 12 level. It also allows biology majors to do more sophisticated senior research projects in physiology and anatomy.