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Flynn, S. (2019, May 17). Science literacy – science education for everyday life. Retrieved April 1, 2020, from https://impact.chartered.college/article/science-literacy-science-education-everyday-life/

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-These resources have helped in my personal learning
(compare and contrast these methods to standardized textbook learning)
-Will help grasp and maintain knowledge throughout career
-Students may forget some material over time but can recognize key words based on their hands on experiences

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-Have students asking "why are we learning" how is it relevant to our lives
-Having students relate to how their bodies work, and share interesting facts to their peers.
-TEACHING IS LEARNING (students sharing concepts will help them grasp the information, and human physiology is shared everywhere and every day. (sickness, body functions, general questions, etc)

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-Repetition of various concepts of science
-Building off of one concept (frequently used in science). not one concept is secluded, all can relate particularly in physiology.

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-Artwork, diagrams, drawings of human cells, tissues, organs, organ systems.
-Coloring: differentiates structures and its functions

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-Demonstrations: have students exposed to live samples (animal organs, etc) to see first hand what the similar generic makeup is to the human body.
-many students taking anatomy/physiology want a career in the health field, -exposing them to live cultures will give them a feel of what they will go into.
-Videos: fieldtrips, autopsies, cadavers, dissections

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-Models, tags, post-it notes, modeling each other
-experiments requiring use of a body function in content standard: homeostasis (sight tests, blood tests, heart rate tests)
-Data collection (very important!) compare and contrast to real world

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Erdogan, M. N., & Koseoglu, F. N. (2012). Analysis of High School Physics, Chemistry, and Biology Curriculums in terms of Scientific Literacy Themes. Educational Sciences: Theory & Practice, 12(4), 1–7. Retrieved from https://files.eric.ed.gov/fulltext/EJ1002891.pdf

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Julien, H., & Barker, S. (2009). How high-school students find and evaluate scientific information: A basis for information literacy skills development. Library & Information Science Research, 31(1), 12–17. doi: 10.1016/j.lisr.2008.10.008

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Barger, J. B. (2016). Visual Literacy in Anatomy, 1–237. Retrieved from https://eric.ed.gov/?id=ED589498

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"Consequently, students are often left to interpret images using their existing (often inadequate) visual skills." (Barger, 2016, p.1)

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Because of the unique application pertaining to Anatomy and Physiology, this subject requires students to comprehend where a specific body compenent is in the human body, as well as its functions to the rest of the system.

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Science contains many terms and definitions pertaining to a certain subject, in this case we will focus on the structure and function of the human body. This is, notably, the subject of anatomy and physiology.

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The discipline of science primarily consists of studying why things happen, and how they happen in the physical world. To become a successful scientific researcher, one must ask the basic questions: what, why, and how. 

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The discipline of science primarily consists of studying why things happen, and how they happen in the physical world. To become a successful scientific researcher, one must ask the basic questions: what, why, and how. 

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Students need various learning methods such as hands on activities and visuals to successfully understand the disciplinary language and academics of science, particularly anatomy and physiology.