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- All Subjects: Animal Physiology
- Creators: Beiner, Susan
- Creators: Hartwell, Leland
- Creators: Westerfield, Savannah
There is a wide intersection where animal and human lives interact or mimic each other behaviorally or biologically. A lot of the products that are part of our day-to-day were first validated by animals, and eventually found their way to us. From food to beauty products to scientific developments, animals deal with a lot behind the scenes. Some humans are cognizant of what is happening backstage, while others only see the final presentation. Either way, all of us have our opinions in support or against animal treatment. The project is heavily inspired from my experience in a neurorehabilitation lab, so the foundation is similar to the structure and function of neurons. Through this project, I am focusing on one aspect of this debate, which is animal testing in the scietific setting. The goal of the project is not to force the viewer to choose one side, but to understand the big picture and the reasoning of the opposing side.
Visual presentation of information is one method of learning that has the ability to enhance STEM learning compared to learning solely through text. Educational psychology research is ongoing in the STEM field for how students can learn better through visual representations in their course material. The goal of this study was to assess student responses to visual mini-lessons related to course content in the cardiovascular unit in Animal Physiology (BIO360) at Arizona State University. Study participants completed a series of eight mini-lessons and a survey on their experience with the visual lessons. The results of the survey identify increased desire for visual learning materials in STEM courses. The study participants reported that they felt more visual aids in their STEM courses would increase their understanding of course content and that their classroom performance would improve.