Biology Department, Edmonds College, Lynnwood, Washington.
Department of Physiology and Biophysics, Rush Medical College, Chicago, Illinois.
Adv Physiol Educ. 2020 Dec 1;44(4):626-631. doi: 10.1152/advan.00188.2019.
Undergraduate education should help students build a deep, conceptual understanding of their discipline, not merely compel them to acquire factual knowledge. The core concepts for physiology (described in 2011), conceptual frameworks, and conceptual assessments are available to focus undergraduate physiology education on helping students understand and apply principles that govern and describe physiological processes. We review the context in which physiology core concepts were identified by a community of physiology educators. We explain the structure of conceptual frameworks and concept inventories and their benefit. We describe how core concepts have been used in physiology courses and departments, as communicated in publications, through presentations at physiology and biology education meetings, and within the Physiology Majors Interest Group (P-MIG). Finally, we share our recommendations and hopes for the next decade.
本科教育应该帮助学生建立对学科的深刻的、概念性的理解，而不仅仅是迫使他们获得事实知识。生理学的核心概念（在 2011 年描述）、概念框架和概念评估可用于将本科生理学教育的重点放在帮助学生理解和应用支配和描述生理过程的原则上。我们回顾了生理学核心概念被一群生理学教育工作者确定的背景。我们解释了概念框架和概念测试的结构及其益处。我们描述了核心概念在生理学课程和系中是如何使用的，这些内容发表在出版物中，在生理学和生物学教育会议上的演示中，以及在生理学专业兴趣小组（P-MIG）中。最后，我们分享了我们对下一个十年的建议和希望。
