Lesson on Synaptic transmission, using multiple methods of Concept Learning
Rationale: Mastery of concepts is integral to the science classroom. However, relying on textbook definitions and requiring memorization of terms is not an effective method for teaching these concepts. Information is easier to understand when it is presented in multiple ways. For example:
Classical- definition
Prototype- a generalized version/simplified (a cartoony diagram)
Exemplar- a real example
Explanation-based- a description of the function or why something is the way it is
The following is a lesson about synaptic transmission, or, how neurons communicate with other cells. Even though the class material is traditional, it can still be quite effective. I used several different modes to explain the concepts I wanted the students to learn: prototypes (cartoons of the neuromuscular junction), exemplars (a photo of a neuromuscular junction made using a scanning electron microscope), and explanation-based descriptions (relationship between the structures involved in synaptic transmission and their functions), while not emphasizing classical definitions at this time. Students are made to be active learners along the way. For example, with a metaphor that I supply, students model the difference between electrical and chemical synapses in terms that they can relate to. My notes/script are included so you can understand how the class session was carried out.
Classical- definition
Prototype- a generalized version/simplified (a cartoony diagram)
Exemplar- a real example
Explanation-based- a description of the function or why something is the way it is
The following is a lesson about synaptic transmission, or, how neurons communicate with other cells. Even though the class material is traditional, it can still be quite effective. I used several different modes to explain the concepts I wanted the students to learn: prototypes (cartoons of the neuromuscular junction), exemplars (a photo of a neuromuscular junction made using a scanning electron microscope), and explanation-based descriptions (relationship between the structures involved in synaptic transmission and their functions), while not emphasizing classical definitions at this time. Students are made to be active learners along the way. For example, with a metaphor that I supply, students model the difference between electrical and chemical synapses in terms that they can relate to. My notes/script are included so you can understand how the class session was carried out.