A QUARTER LONG EXERCISE THAT INTRODUCES GENERAL EDUCATION STUDENTS TO NEUROPHYSIOLOGY AND SCIENTIFIC WRITING. Beverly L. Krilowicz, Heather Henter and Lia Kamhi-Stein. Department of Biology and Microbiology and Division of Educational Foundations and Interdivisional Studies, Charter School of Education, California State University, 5151 State University Drive, Los Angeles, California 90032.
APStracts 4:0002S, 1997.
ABSTRACT
Providing large numbers of general education students with an introduction to science is a challenge. To meet this challenge, a quarter long neurophysiology project was developed for use in an introductory Biology course. The primary goals of this multi-step project were to introduce students to the scientific method, scientific writing, on-line scientific bibliographic databases and the scientific literature, while improving their academic literacy skills. Students began by collecting data on their own circadian rhythms in autonomic, motor and cognitive function, reliably demonstrating the predicted circadian changes in heart rate, eye-hand coordination and adding speed. Students wrote a journal style article using pooled class data. Students were prepared to write the paper by several methods that were designed to improve academic language skills, including a library training exercise, "modeling" of the writing assignment and drafting of sub-sections of the paper. This multi-step neurophysiology project represents a significant commitment of time by both students and instructors, but produces a valuable finished product and ideally gives introductory students a positive first experience with science. 

Received 5 October 1996; accepted in final form 3 March 1997.
APS Manuscript Number S43-6.
Article publication pending Advances in Physiology Education.
ISSN 1080-4757 Copyright 1997 The American Physiological Society.
Published in APStracts on 21 March 1997