Using manipulatives to help students build conceptual frameworks in science

Physiology like many disciplines in science is based upon concepts, terms and structures that may not be fully or effectively portrayed in the two dimensional space of a slide or handout. These static representations may not accommodate aspects of homeostasis, integration, or temporal consequences. One solution to this problem is to incorporate manipulative activities into the curriculum. With manipulatives students can utilize an object in a way that simulates a biological process. In this project we discuss how manipulatives can be used to acquire knowledge, understand process, build skills in problem solving, and create new knowledge. We will review examples of manipulatives, discuss how learning objectives can be embedded in manipulative activities and consider assessments that evaluate student learning.