https://www.stuvia.com/user/nursecare
Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN 9780357802212; Chapter 1: The Art and
Science of Learning in Anatomy and Physiology
Instructor Manual for
Anatomy & Physiology 1st Edition Elizabeth Co
Chapter 1-28
Elizabeth Co, Anatomy and Physiology, First
Edition 2026, Core ISBN 9780357802212; Chapter 1:
The Art and Science of Learning in Anatomy and
Physiology
Table of Contents
Purpose and Perspective of the Chapter........................................................................... 2
Key Terms .............................................................................................................................. 2
Chapter Outline ..................................................................................................................... 2
Discussion Questions............................................................................................................ 3
Additional Activities and Assignments............................................................................. 4
Additional Resources ............................................................................................................ 4
External Videos or Playlist ............................................................................................. 4
Internet Resources ............................................................................................................ 4
Appendix ................................................................................................................................. 5
Generic Rubrics ................................................................................................................. 5
Standard Writing Rubric ................................................................................................. 5
Standard Discussion Rubric ............................................................................................ 5
1
website, in whole or in part.
,https://www.stuvia.com/user/nursecare
Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN 9780357802212; Chapter 1: The Art and
Science of Learning in Anatomy and Physiology
Purpose and Perspective of the Chapter
The purpose of this chapter is to introduce the student to methods and
techniques that will help them understand the concepts related to anatomy and
physiology. This chapter begins with a discussion centered around the science of
learning and the stages of the learning process.
Additionally, this chapter defines a learning objective and helps students to
understand how learning objectives can help them to know what their instructor
feels is important and wants them to know. This knowledge, along with the
methods and techniques, will help students to devise a process to assist with
honing their skills in preparing to give back information learned on differing
types of assessments. Finally, this chapter teaches students how to read and
transfer anatomical knowledge learned from viewing one image to various other
images, as opposed to trying to memorize the original image. Similarly students
are taught how to understand the images of physiological processes by first
understanding the symbols used in the image and then incorporating that
understanding into what they know about physiological processes. Each section
of this chapter focuses on metacognitive approaches that students can use to be
successful in this course.
Key Terms
Log in to cengage.com as an instructor to download a list of key terms
separated by chapter. The textbook and eBook include a detailed glossary, and
the MindTap course has a glossary app.
[return to top]
Chapter Outline
I. The Science of Learning
a. There is a science to learning and mastering content. Thinking
critically and applying the information you learn is the aim of this
process.
b. There are three stages of learning:
1. Foreign
2. Familiar
3. Mastery
c. During the foreign stage, a beginning learner is exposed to the
information for the first time. In many cases, this occurs in a classroom
setting. Through a variety of learning strategies, knowledge of the
information or subject can be achieved. These strategies include story-
telling, mnemonic devices, chunking, and retrieval practice.
1. Story-telling—creating stories to help remember information
2. Mnemonic devices —using a rhyme or song to remember
information
2
website, in whole or in part.
,https://www.stuvia.com/user/nursecare
Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN 9780357802212; Chapter 1: The Art and
Science of Learning in Anatomy and Physiology
Chunking—grouping items together
3.
Retrieval practice—memory strengthening
4.
d. A learner can transition from the foreign stage to the familiar stage
through repetitive exposure to the material. This can occur by:
1. Reading/rereading the notes
2. Copying the notes a second time
3. Watching and rewatching lectures
4. Reading and rereading the textbook
5. Using flashcards to memorize terminology
e. The transition from familiarity to the mastery stage occurs through
practice. This happens through teaching or explaining the material to
someone else, drawing a structure or structures, writing an
explanation of a concept, recreating a graph with
3
website, in whole or in part.
, https://www.stuvia.com/user/nursecare
Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN 9780357802212; Chapter 1: The Art and
Science of Learning in Anatomy and Physiology
explanations, completing practice problems, or answering the question
―what happens if these components don’t work?”.
II. Bloom’s Taxonomy of Cognitive Learning
a. Bloom’s Taxonomy is an educational framework for evaluating the skills
used in a question or task. It is based on the concept that different
question types require different skills. Additionally, the skills build on
one another. For example, you cannot apply information if you cannot
remember it first.
b. Bloom’s taxonomy levels begin with remembering information.
Remembering can lead to higher levels, such as understanding and
applying (see figure 1.03).
III. Learning objectives
a. Learning objectives (LOs) are goals assigned by an instructor that help
students to understand what they are expected to know. They can also
improve transparency between student and instructor. In this text, they
are located at the beginning of each section and the end of each chapter.
Students should be aware that an instructor may provide additional
learning objectives.
b. For details regarding the anatomy of a learning objective please see figure
1.04.
IV. The Anatomy of Art
a. Image transference in an anatomy and physiology course is valuable.
Understanding anatomy and physiology requires visual learning. One
example is recognizing three- dimensional gross anatomy through
diagrams, then applying this information to other visuals (x-rays and
other medical imaging).
b. To understand the gross anatomy diagrams, start with a point of
reference and build from there.
c. Histological images are used to understand microscopic anatomy.
d. Diagrams are also helpful to understand physiological processes. The best
approach is to start with understanding what the diagram is showing
overall. From there, students should follow arrows or other symbols as
they show progression through the process.
[return to top]
Discussion Questions
You can assign these questions in several ways: as a discussion forum in
your LMS; as a whole-class discussion in person; or as a partner or group
activity in class.
1. Discussion: How to learn. Duration 5–10 minutes.
a. Question: What techniques or practices have helped you learn in the
past?
4
website, in whole or in part.
Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN 9780357802212; Chapter 1: The Art and
Science of Learning in Anatomy and Physiology
Instructor Manual for
Anatomy & Physiology 1st Edition Elizabeth Co
Chapter 1-28
Elizabeth Co, Anatomy and Physiology, First
Edition 2026, Core ISBN 9780357802212; Chapter 1:
The Art and Science of Learning in Anatomy and
Physiology
Table of Contents
Purpose and Perspective of the Chapter........................................................................... 2
Key Terms .............................................................................................................................. 2
Chapter Outline ..................................................................................................................... 2
Discussion Questions............................................................................................................ 3
Additional Activities and Assignments............................................................................. 4
Additional Resources ............................................................................................................ 4
External Videos or Playlist ............................................................................................. 4
Internet Resources ............................................................................................................ 4
Appendix ................................................................................................................................. 5
Generic Rubrics ................................................................................................................. 5
Standard Writing Rubric ................................................................................................. 5
Standard Discussion Rubric ............................................................................................ 5
1
website, in whole or in part.
,https://www.stuvia.com/user/nursecare
Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN 9780357802212; Chapter 1: The Art and
Science of Learning in Anatomy and Physiology
Purpose and Perspective of the Chapter
The purpose of this chapter is to introduce the student to methods and
techniques that will help them understand the concepts related to anatomy and
physiology. This chapter begins with a discussion centered around the science of
learning and the stages of the learning process.
Additionally, this chapter defines a learning objective and helps students to
understand how learning objectives can help them to know what their instructor
feels is important and wants them to know. This knowledge, along with the
methods and techniques, will help students to devise a process to assist with
honing their skills in preparing to give back information learned on differing
types of assessments. Finally, this chapter teaches students how to read and
transfer anatomical knowledge learned from viewing one image to various other
images, as opposed to trying to memorize the original image. Similarly students
are taught how to understand the images of physiological processes by first
understanding the symbols used in the image and then incorporating that
understanding into what they know about physiological processes. Each section
of this chapter focuses on metacognitive approaches that students can use to be
successful in this course.
Key Terms
Log in to cengage.com as an instructor to download a list of key terms
separated by chapter. The textbook and eBook include a detailed glossary, and
the MindTap course has a glossary app.
[return to top]
Chapter Outline
I. The Science of Learning
a. There is a science to learning and mastering content. Thinking
critically and applying the information you learn is the aim of this
process.
b. There are three stages of learning:
1. Foreign
2. Familiar
3. Mastery
c. During the foreign stage, a beginning learner is exposed to the
information for the first time. In many cases, this occurs in a classroom
setting. Through a variety of learning strategies, knowledge of the
information or subject can be achieved. These strategies include story-
telling, mnemonic devices, chunking, and retrieval practice.
1. Story-telling—creating stories to help remember information
2. Mnemonic devices —using a rhyme or song to remember
information
2
website, in whole or in part.
,https://www.stuvia.com/user/nursecare
Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN 9780357802212; Chapter 1: The Art and
Science of Learning in Anatomy and Physiology
Chunking—grouping items together
3.
Retrieval practice—memory strengthening
4.
d. A learner can transition from the foreign stage to the familiar stage
through repetitive exposure to the material. This can occur by:
1. Reading/rereading the notes
2. Copying the notes a second time
3. Watching and rewatching lectures
4. Reading and rereading the textbook
5. Using flashcards to memorize terminology
e. The transition from familiarity to the mastery stage occurs through
practice. This happens through teaching or explaining the material to
someone else, drawing a structure or structures, writing an
explanation of a concept, recreating a graph with
3
website, in whole or in part.
, https://www.stuvia.com/user/nursecare
Instructor Manual: Elizabeth Co, Anatomy and Physiology, First Edition 2023, Core ISBN 9780357802212; Chapter 1: The Art and
Science of Learning in Anatomy and Physiology
explanations, completing practice problems, or answering the question
―what happens if these components don’t work?”.
II. Bloom’s Taxonomy of Cognitive Learning
a. Bloom’s Taxonomy is an educational framework for evaluating the skills
used in a question or task. It is based on the concept that different
question types require different skills. Additionally, the skills build on
one another. For example, you cannot apply information if you cannot
remember it first.
b. Bloom’s taxonomy levels begin with remembering information.
Remembering can lead to higher levels, such as understanding and
applying (see figure 1.03).
III. Learning objectives
a. Learning objectives (LOs) are goals assigned by an instructor that help
students to understand what they are expected to know. They can also
improve transparency between student and instructor. In this text, they
are located at the beginning of each section and the end of each chapter.
Students should be aware that an instructor may provide additional
learning objectives.
b. For details regarding the anatomy of a learning objective please see figure
1.04.
IV. The Anatomy of Art
a. Image transference in an anatomy and physiology course is valuable.
Understanding anatomy and physiology requires visual learning. One
example is recognizing three- dimensional gross anatomy through
diagrams, then applying this information to other visuals (x-rays and
other medical imaging).
b. To understand the gross anatomy diagrams, start with a point of
reference and build from there.
c. Histological images are used to understand microscopic anatomy.
d. Diagrams are also helpful to understand physiological processes. The best
approach is to start with understanding what the diagram is showing
overall. From there, students should follow arrows or other symbols as
they show progression through the process.
[return to top]
Discussion Questions
You can assign these questions in several ways: as a discussion forum in
your LMS; as a whole-class discussion in person; or as a partner or group
activity in class.
1. Discussion: How to learn. Duration 5–10 minutes.
a. Question: What techniques or practices have helped you learn in the
past?
4
website, in whole or in part.
