Homeostasis as a core concept: Teaching & Learning

1. Homeostasis as a core concept: Teaching & Learning Jenny McFarland, PhD Edmonds Community College A&P Workshop at College of Western Idaho8 January 2016, Nampa, Idaho Supported by NSF grant DUE-1043443

2. Core Concepts in Physiology This work has been done as part of our Conceptual Assessment for Physiology project. It has involved contributions by physiology and A&P faculty at community colleges, liberal arts institutions, research universities and medical schools. • The CAP (Conceptual Assessment for Physiology) project team has been working together for the past 6 years. • Mary Pat Wenderoth (University of Washington – Seattle) • Ann Wright (Canisius College) • Bill Cliff (Niagara University) • Harold Modell (Bastyr University) • Joel Michael (Rush Medical School) • Jenny McFarland (Edmonds Community College) • This work has been supported by NSF grant DUE-1043443

3. Core Concepts in Biology (V&C) The Vision & Change report identified 5 core concepts for undergraduate biology • Evolution • Structure and Function • Pathways and transformations of energy and matter • Information flow, exchange and storage • Systems: Living systems are interconnected and interacting AAAS 2011

4. Physiology General Models Harold Modell described 7 general models for analyzing physiological mechanisms in his 2000 paper in Advances in Physiology Education. • Control systems • Conservation of mass • Mass & heat flow (Flux or “flow down gradients”) • Elastic properties of tissues • Transport across membranes • Cell-to-cell communication • Molecular interaction Modell 2000

5. Physiology Core Concepts Physiology core concepts identified from physiology faculty surveys • Homeostasis • Cell Membrane • Cell-Cell Communication • Interdependence • Flow Down Gradients • Energy • Structure/Function • Scientific Reasoning • Cell Theory • Physics/Chemistry • Genes to Proteins • Levels of Organization • Mass Balance • Causality • Evolution Michael and McFarland 2011

6. Our group’s work on homeostasis • Modell et al. 2015 – A physiologist’s view of homeostasis: • Recommended diagram / model for undergraduate physiology • Definition of terms (and recommendations) • List of homeostatically regulated variables • Homeostasis conceptual framework (HCF) paper is in review. Some of our physiology conceptual frameworks are at www.physiologyconcepts.org • We have a concept inventory for homeostasis (HCI) with 20 MCQs that assess aspects of our conceptual framework for homeostasis. (paper in progress) You can use the HCI for pretest or post-test for your courses by contacting me (jmcfarla@email.edcc.edu). • We have gathered and organized student misconceptions (alternative conceptions) regarding homeostasis. (paper in progress) http://physiologyconcepts.org/

7. Teaching & Textbook recommendations • Terminology is often inconsistent within and across textbooks • Table 2 contains definitions of terms (and recommendations) • A limited set of variables are homeostatically regulated • Table 1 contains a list of homeostatically regulated variables that appropriate for undergraduate physiology (and A&P) Modell et al. 2015

8. Homeostasis Diagrams Figures 1 & 2 are diagrams that we recommend for undergraduate students. On pages 260-261 we describe the 5 critical components of this model that students should understand. Table 3 contains essential questions for undergraduate student learning regarding homeostatic systems. Modell et al. 2015

9. DBER report (2012) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Susan Singer, et al.; National Research Council. The National Academies Press, 2012. http://sites.nationalacademies.org/DBASSE/BOSE/DBASSE_080057#.UbspHKWRjzJ

10. DBER report (2012) Sections: I. Status of Discipline-Based Education Research • The Emergence and Current State of Discipline-Based Education Research II. Contributions of Discipline-Based Education Research • Overview of Discipline-Based Education Research • Identifying and Improving Students' Conceptual Understanding in Science and Engineering • Problem Solving, Spatial Thinking, and the Use of Representations in Science and Engineering • Instructional Strategies • Some Emerging Areas of Discipline-Based Education Research III. Future Directions for Discipline-Based Education Research: 8. Translating Research into Teaching Practice Singer et al. 2012

11. A key finding of the DBER report Students are challenged by important aspects of a given domain that can seem easy or obvious to experts. (Conclusion 7) • Students focus on superficial aspects rather than deep structure. • Students have trouble understanding representations. • These challenges pose serious impediments to learning in science, especially if instructors are not aware of them. Chapter 5 from the 2012 DBER report: Problem Solving, Spatial Thinking, and the Use of Representations in Science and Engineering Singer et al. 2012

12. What does DBER reveal about Representations:Experts see patterns that novices miss Knowing the conventions for how representations/diagrams represent reality is not sufficient for learning. Experts … • easily understand representations. • see patterns. Students / Novices … • focus on superficial aspects. • have difficulty extracting information. • have difficulty constructing diagrams. • have difficulty translating between diagrams. Chapter 5 from the 2012 DBER report: Problem Solving, Spatial Thinking, and the Use of Representations in Science and Engineering Singer et al. 2012

13. Sticky points – conceptual difficulties The phenomenon in question is a complex one There are aspects of the phenomenon that are counterintuitive. The language or terminology used to describe the phenomenon or concept is inconsistent. The disciplines understanding of the phenomenon is uncertain or incomplete. There are a number of sticky points on pages 260-261. Please look these over and choose a few for discussion today. Modell et al. 2015

14. Recommended best practices(5 strategies) Faculty should adopt a "standard" set of terms associated with the model. There is inconsistency within and among textbooks with respect to the names for critical components of the model. A "standard" pictorial representation of the model should be adopted when initially explaining homeostasis, and it should be used to frame the discussion of the specific system being considered. Modell et al. 2015

15. Recommended best practices(5 strategies) continued Faculty should introduce the concept of homeostatic regulation early in the course, and continue to apply and hence reinforce the model as each new homeostatic system is encountered. It is important continue to use the standard terminology and visual representation as recommended in (1) and (2). Students tend to neither spontaneously or readily generalize their use of core concepts. It is therefore incumbent on the instructor to create a learning environment where this kind of transfer behavior is promoted. Faculty can facilitate this by providing multiple opportunities for students to test and refine their understanding of the core concept of homeostatic regulation. Modell et al. 2015

16. Recommended best practices(5 strategies) continued Faculty should use care when they select and explain the physiological examples or analogical models they chose to introduce and illustrate homeostasis in the classroom. In particular, instructors should ensure that the representative examples they employ do not introduce additional misconceptions into student thinking. This is especially so when thermoregulation may be considered as an example of homeostatic regulation. … Most concerning, the typical home heating and cooling system operates in a manner that is distinctly different from mechanisms of human thermoregulation. The effectors in most houses, the furnace and air conditioner, operate in a full ON/full OFF manner. Modell et al. 2015

17. Recommended best practices(5 strategies) continued When discussing organismal physiology, restrict the use of the term homeostatic regulation to mechanisms related to maintaining consistency of the internal environment (i.e. extracellular fluid). Modell et al. 2015

18. Our group’s work on homeostasis I can also share more about these other homeostasis projects: Homeostasis conceptual framework (HCF) paper is in review. Some of our physiology conceptual frameworks are at www.physiologyconcepts.org We have a concept inventory for homeostasis (HCI) with 20 MCQs that assess aspects of our conceptual framework for homeostasis. (paper in progress) You can use the HCI for pretest or post-test for your courses by contacting me (jmcfarla@email.edcc.edu). We have gathered and organized student misconceptions (alternative conceptions) regarding homeostasis. (paper in progress) http://physiologyconcepts.org/

19. Acknowledgements The CAP (Conceptual Assessment for Physiology) project team • Mary Pat Wenderoth (University of Washington – Seattle) • Ann Wright (Canisius College) • Bill Cliff (Niagara University) • Harold Modell (Bastyr University) • Joel Michael (Rush Medical School) • Jenny McFarland (Edmonds Community College) NSF grant DUE-1043443

20. Thank you! Thank you for your time and participation.

21. References American Association for the Advancement of Science. 2011. Vision and Change in Undergraduate Biology Education: A Call to Action, Washington, DC: American Association for the Advancement of Science. http://visionandchange.org/files/2011/03/Revised-Vision-and-Change-Final-Report.pdf Association of American Medical Colleges. 2009. Scientific Foundations for Future Physicians. Washington, DC: AAMC. http://services.aamc.org/publications/ Crowe , A., Dirks, C. and Wenderoth, M.P. 2008. Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology, CBE Life Science Education 6(3): 243­249. http://www.lifescied.org/cgi/content/full/7/4/368 Michael, J. and McFarland, J. 2011. The core principles (“big ideas”) of physiology: results of faculty surveys. Advances in Physiology Education. 25:336-341. http://advan.physiology.org/content/35/4/336 Modell, H, Cliff, W., Michael, J., McFarland, J., Wenderoth, M.P. and Wright, A. 2015. A physiologist’s view of homeostasis. Advances in Physiology Education. 23:101-107. http://advan.physiology.org/content/39/4/259 Modell, H.I. 2000. How to help students understand physiology? Emphasize general models. Biochemistry and Advances in Physiology Education. 23:101-107. http://advan.physiology.org/content/23/1/S101 Roediger, H.L. and Karpicke, J.D. 2006. "Test-enhanced learning: Taking memory tests improves long-term retention". Psychological Science, 17, 249-255 http://psych.wustl.edu/memory/Roddy%20article%20PDF%27s/Roediger%20&%20Karpicke%20(2006)_PsychSci.pdf Singer, S.R., et al. 2012. National Research Council. Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: The National Academies Press. http://www.nap.edu/catalog.php?record_id=13362 Wiggins G. and McTighe J., 2006, Understanding by Design, Upper Saddle River NJ: Pearson Education, Inc.