construction of a model demonstrating neural pathways and reflex arcs

INNOVATIONS A N D I D E A S
neurobiology are too detailed and too expensive for
the average high school science program. For ex-
ample, although there are animated computer pro-
grams detailing the basics of neuroscience, these
programs are overly complex and too costly to be
useful at the high school level (3). In contrast, our
model was constructed with economical materials
readily available through local electronics or hardware
stores. l
Our rationale for using a model was because “evi-
dence suggests that, with the use of activity-based
science programs, teachers can expect substantially
improved performances in science processes” (1).
Active participation with models also reaches all types
of learners in the visual, auditory, and kinesthetic and
tactile (VAK) scheme of learners. The V-type (visual)
learners are targeted by the actual presence of the
model, the supplied text, and instructions. A-type, or
auditory, learners are reached through discussion
during the laboratory exercise and teacher presenta-
tion. K-type learners are satisfied through the building
and manipulation of the model.
Models also satisfy pedagogical principles for “hands-
on/minds-on” learning. This approach is supported by
the theory of constructivism. Advocates of constructiv-
ism point out that the importance of “hands-on”
science is that “students manipulate things physically
. . .for a purpose and engage in discussion about it” (4).
Our exercise not only provides an easy-to-build model
demonstrating neural pathways and reflex arcs, it also
comes with supplemental teaching tools. In addition
to detailed instructions concerning the construction
of the model, the supportive text contains discussion
questions, photographs of the model under construc-
tion, organizational concept maps, and instructive
background information on the physiology related to
the nervous system.
Within the text are questions for the students to
answer to help focus thinking and test comprehen-
sion of the material, thus facilitating the learning
1 Cost of the models was based on purchasing all the
supplies needed. Supplies were obtained at Radio Shack. The
cost per one model came to an estimated $25.00.
process. Questions are designed in a set, so that the
first few questions in the set review comprehension of
the previous paragraphs. The last question in a set
provokes thought on subsequent passages. At the end
of the laboratory exercise are questions for discussion
and integration of the entire learning experience.
BACKGROUND TO NEUROBIOLOGY
A concept map that organizes the basic concepts of
BACKGROUND TO NEUROBIOLOGY text material iS pre-
sented in Fig. 1. This map presents the nervous
system, with the components branching off into
smaller and smaller subunits. The text describing this
map is presented in detail below.
Questions are inserted within the text to help focus
thinking and test comprehension of the material.
Questions marked with arrows are comprehension
questions to review previous passages. Questions
marked with asterisks provoke thinking on subse-
quent passages.
Introduction
Structurally, the nervous system is divided into the
central nervous system (CNS) and the peripheral
nervous system (PNS). The CNS consists of the
brain and spinal cord. The PNS contains the spinal and
cranial nerves leading into and out of the CNS. There
are 12 cranial nerves. All other nerves in the body are
spinal nerves. Although the CNS and the PNS are
separated into two “systems,” it is important to realize
that they are connected to each other.
The nervous system is constantly bombarded by
stimuli, even during sleep. For example, as you read
this, your nervous system is receiving different types
of information gathered by your eyes, such as color,
light, texture of the paper, and the words on the
paper. This is known as sensory reception.
VOLUME 16 : NUMBER 1 - ADVANCES IN PHYSIOLOGY EDUCATION - DECEMBER 1996
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