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Teaching histology with analogies

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

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Teaching histology with analogies. / Wessels, Quenton; Taylor, Adam.
Graphic Medicine, Humanizing Healthcare and Novel Approaches in Anatomical Education . ed. / L. Shapiro. Vol. 3 Cham: Springer, 2023. p. 189-204.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

Harvard

Wessels, Q & Taylor, A 2023, Teaching histology with analogies. in L Shapiro (ed.), Graphic Medicine, Humanizing Healthcare and Novel Approaches in Anatomical Education . vol. 3, Springer, Cham, pp. 189-204. https://doi.org/10.1007/978-3-031-39035-7_9

APA

Wessels, Q., & Taylor, A. (2023). Teaching histology with analogies. In L. Shapiro (Ed.), Graphic Medicine, Humanizing Healthcare and Novel Approaches in Anatomical Education (Vol. 3, pp. 189-204). Springer. https://doi.org/10.1007/978-3-031-39035-7_9

Vancouver

Wessels Q, Taylor A. Teaching histology with analogies. In Shapiro L, editor, Graphic Medicine, Humanizing Healthcare and Novel Approaches in Anatomical Education . Vol. 3. Cham: Springer. 2023. p. 189-204 doi: 10.1007/978-3-031-39035-7_9

Author

Wessels, Quenton ; Taylor, Adam. / Teaching histology with analogies. Graphic Medicine, Humanizing Healthcare and Novel Approaches in Anatomical Education . editor / L. Shapiro. Vol. 3 Cham : Springer, 2023. pp. 189-204

Bibtex

@inbook{4cedbdbc403f4e43b217e47e940f4b68,
title = "Teaching histology with analogies",
abstract = "Students find histology both visually and conceptually challenging. The use of analogies has the potential to scaffold learning, foster students{\textquoteright} interest, and promote recall. Analogies serve to introduce foreign and difficult concepts through the use of familiar ideas and serve as a scaffold for students to build on and gain an understanding of an unknown concept (target). The current chapter explores the use of analogies in histology education and provides an outline to the use of analogies toward the facilitation of students{\textquoteright} learning and visualization of histology. It also addresses the role of analogies in students{\textquoteright} engagement in the learning process of histology. The authors draw on pre-constructed analogies used in histology textbooks and explore the use of analogies toward an analogy-enhanced approach. Also explored are the application of the Teaching With Analogy (TWA) model, its integration in learning environments, as well as aspects of promoting and utilizing collaborative learning in the form of student-generated analogies.",
author = "Quenton Wessels and Adam Taylor",
year = "2023",
month = sep,
day = "24",
doi = "10.1007/978-3-031-39035-7_9",
language = "English",
isbn = "9783031390340",
volume = "3",
pages = "189--204",
editor = "L. Shapiro",
booktitle = "Graphic Medicine, Humanizing Healthcare and Novel Approaches in Anatomical Education",
publisher = "Springer",

}

RIS

TY - CHAP

T1 - Teaching histology with analogies

AU - Wessels, Quenton

AU - Taylor, Adam

PY - 2023/9/24

Y1 - 2023/9/24

N2 - Students find histology both visually and conceptually challenging. The use of analogies has the potential to scaffold learning, foster students’ interest, and promote recall. Analogies serve to introduce foreign and difficult concepts through the use of familiar ideas and serve as a scaffold for students to build on and gain an understanding of an unknown concept (target). The current chapter explores the use of analogies in histology education and provides an outline to the use of analogies toward the facilitation of students’ learning and visualization of histology. It also addresses the role of analogies in students’ engagement in the learning process of histology. The authors draw on pre-constructed analogies used in histology textbooks and explore the use of analogies toward an analogy-enhanced approach. Also explored are the application of the Teaching With Analogy (TWA) model, its integration in learning environments, as well as aspects of promoting and utilizing collaborative learning in the form of student-generated analogies.

AB - Students find histology both visually and conceptually challenging. The use of analogies has the potential to scaffold learning, foster students’ interest, and promote recall. Analogies serve to introduce foreign and difficult concepts through the use of familiar ideas and serve as a scaffold for students to build on and gain an understanding of an unknown concept (target). The current chapter explores the use of analogies in histology education and provides an outline to the use of analogies toward the facilitation of students’ learning and visualization of histology. It also addresses the role of analogies in students’ engagement in the learning process of histology. The authors draw on pre-constructed analogies used in histology textbooks and explore the use of analogies toward an analogy-enhanced approach. Also explored are the application of the Teaching With Analogy (TWA) model, its integration in learning environments, as well as aspects of promoting and utilizing collaborative learning in the form of student-generated analogies.

U2 - 10.1007/978-3-031-39035-7_9

DO - 10.1007/978-3-031-39035-7_9

M3 - Chapter (peer-reviewed)

SN - 9783031390340

VL - 3

SP - 189

EP - 204

BT - Graphic Medicine, Humanizing Healthcare and Novel Approaches in Anatomical Education

A2 - Shapiro, L.

PB - Springer

CY - Cham

ER -