Cooperative Quizzes in the Anatomy and Physiology Laboratory: A Description
and Evaluation.
Jensen, Murray S.
General College, University of Minnesota, Phone: 612-625-0093, E-Mail:
jense005@maroon.tc.umn.edu.
APStracts 2:0017S, 1995.
ABSTRACT
Physiology educators read journals, such as this one, to gather ideas about
curriculum and instruction. Most articles focus on curriculum (i.e., what is
taught), but this paper will focus on instruction (i.e., how curriculum is
implemented). Just as there are different types of curricula, there are
different types of instruction. The most common strategy is lecture. Lectures
are extremely efficient at delivering large amounts of information in a short
period of time. A common laboratory strategy is discovery or inquiry based
learning (i.e., giving students tools, cognitive and physical, to deduce new
information via investigations). A third instructional strategy is the use of
cooperative learning. Proper conditions are required for each instructional
strategy, and problems arise when the wrong combinations are put together.
This paper will describe how a cooperative learning environment can be created
in the anatomy and physiology laboratory through the use of cooperative
quizzes. It will include a brief introduction to the pedagogical theory behind
cooperative learning, and an evaluation of the effectiveness of quizzes as
compared to more traditional methods.
Received 16 February 1996; accepted in final form 21 August 1996.
APS Manuscript Number S006-6.
Article publication pending J. Neurophysiol.
ISSN 1080-4757 Copyright 1996 The American Physiological Society.
Published in APStracts on 19 September 1996