The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.
IN PURSUIT OF MEANINGFUL LEARNING
Abstract
The Bernard Distinguished Lecturers are individuals who have a history of experience and expertise in teaching that impacts multiple levels of health science education. Dr. Joel Michael more than meets these criteria. Joel earned a BS in biology from CalTech and a PhD in physiology from MIT following which he vigorously pursued his fascination with the mammalian central nervous system under continuous National Institutes of Health funding for a 15-yr period. At the same time, he became increasingly involved in teaching physiology, with the computer being his bridge between laboratory science and classroom teaching. Soon after incorporating computers into his laboratory, he began developing computer-based learning resources for his students. Observing students using these resources to solve problems led to an interest in the learning process itself. This in turn led to a research and development program, funded by the Office of Naval Research (ONR), that applied artificial intelligence to develop smart computer tutors. The impact of problem solving on student learning became the defining theme of National Science Foundation (NSF)-supported research in health science education that gradually moved all of Dr. Michael’s academic efforts from neurophysiology to physiology education by the early 1980’s. More recently, Joel has been instrumental in developing and maintaining the Physiology Education Research Consortium, a group of physiology teachers from around the nation who collaborate on diverse projects designed to enhance learning of the life sciences. In addition to research in education and learning science, Dr. Michael has devoted much of his time to helping physiology teachers adopt modern approaches to helping students learn. He has organized and presented faculty development workshops at many national and international venues. The topics for these workshops have included computer-based education, active learning, problem-based learning, and the use of general models in teaching physiology.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Joel Michael (17) has indicated two factors to foster meaningful learning: providing opportunities for peer teaching and encouraging students to “talk physiology.””
From The method of loci as a mnemonic device to facilitate learning in endocrinology leads to improvement in student performance as measured by assessments (2014) · cites this paper as [17]
Citations
Cites
THE ROLE OF TUTORING IN PROBLEM SOLVING *
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · cited 1×
“The notion of scaffolding, of providing support when and where it is needed, is a very powerful one (5, 30).”
BackgroundPeer Instruction: A User's Manual
Mazur, E., & Hilborn, R. C. (1997) · Physics Today · doi:10.1063/1.881735 · Cited by 1,261
Eliciting Self‐Explanations Improves Understanding
Chi, M. T. H., De Leeuw, N., Chiu, M., & Lavancher, C. (1994) · Cognitive Science · doi:10.1207/s15516709cog1803_3 · Cited by 757
Hinting as a Tactic in One-on-One Tutoring
Hume, G., Michael, J., Rovick, A., & Evens, M. (1996) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0501_2 · Cited by 144
Self-citationThe need for evidence in education
van der Vleuten, C. P. M. (2000) · Medical Teacher · doi:10.1080/01421590050006205 · Cited by 142
Success on Algorithmic and LOCS vs. Conceptual Chemistry Exam Questions
Zoller, U., Lubezky, A., Nakhleh, M. B., et al. (1995) · Journal of Chemical Education · doi:10.1021/ed072p987 · Cited by 111
Undergraduate students' misconceptions about respiratory physiology.
Michael, J. A., Richardson, D. R., Rovick, A. A., Modell, H. I., Bruce, D., Horwitz, B. A., Hudson, M., Silverthorn, D. U., Whitescarver, S. A., & Williams, S. (1999) · AJP Advances in Physiology Education · doi:10.1152/advances.1999.277.6.s127 · Cited by 88
Self-citationStudent-Active Science: Models of innovation in College Science Teaching
McNeal, A. P., & D'avanzo, C. (1997) · Cited by 87
Qualitative models and intelligent learning environments
White, B. Y., & Frederiksen, J. R. (1987) · Cited by 75
Students' misconceptions about perceived physiological responses.
Michael, J. A. (1998) · AJP Advances in Physiology Education · doi:10.1152/advances.1998.274.6.s90 · Cited by 73
Self-citationCircsim-tutor: An intelligent tutoring system for circulatory physiology
Kim, N., Evens, M. W., MICHAEL, J. A., & Rovick, A. A. (1989) · Lecture notes in computer science · doi:10.1007/3-540-51142-3_64 · Cited by 49
Self-citationHow accurate are our assumptions about our students' background knowledge?
Rovick, A. A., Michael, J. A., Modell, H. I., Bruce, D. S., Horwitz, B. A., Adamson, T., Dr, R., Silverthorn, D. U., & Whitescarver, S. A. (1999) · AJP Advances in Physiology Education · doi:10.1152/advances.1999.276.6.s93 · Cited by 49
Self-citationA problem-based learning course in physiology for undergraduate and graduate basic science students.
Mierson, S. (1998) · AJP Advances in Physiology Education · doi:10.1152/advances.1998.275.6.s16 · Cited by 44
Promoting Active Learning in the Life Science Classroom: Defining the Issues
Modell, H. I., & MICHAEL, J. A. (1993) · Annals of the New York Academy of Sciences · doi:10.1111/j.1749-6632.1993.tb19770.x · Cited by 43
Self-citationHelping undergraduates repair faulty mental models in the student laboratory.
Modell, H. I., Michael, J. A., Adamson, T., Goldberg, J., Horwitz, B. A., Bruce, D. S., Hudson, M. L., Whitescarver, S. A., & Williams, S. (2000) · AJP Advances in Physiology Education · doi:10.1152/advances.2000.23.1.s82 · Cited by 36
Self-citationWalters, M. R. (1999) · AJP Advances in Physiology Education · doi:10.1152/advances.1999.276.6.s74 · Cited by 30
Promoting active learning in the life science classroom
Modell, H. I., & MICHAEL, J. A. (1994) · New York Academy of Sciences eBooks · Cited by 29
Self-citationThe Predictions Table: a tool for assessing students' knowledge.
Rovick, A. A., & Michael, J. A. (1992) · AJP Advances in Physiology Education · doi:10.1152/advances.1992.263.6.s33 · Cited by 27
Self-citationRovick, A. A., & MICHAEL, J. A. (2019) · Medical Entomology and Zoology · Cited by 25
Self-citationWithin-class analysis of ninth-grade science students' perceptions of the learning environment
Huffman, D., Lawrenz, F. P., & Minger, M. (1997) · Journal of Research in Science Teaching · doi:10.1002/(sici)1098-2736(199710)34:8<819::aid-tea5>3.0.co;2-y · Cited by 16
Students' deductive reasoning about state changes in a model biosystem
Paton, R. C. (1991) · Journal of Biological Education · doi:10.1080/00219266.1991.9655191 · Cited by 8
Surface generation in a tutorial dialogue based on analysis of human tutoring sessions
Chang, R.-C., Evens, M. W., Rovick, A. A., & Michael, J. (2003) · Proceedings - IEEE Symposium on Computer-Based Medical Systems · doi:10.1109/cbms.1992.245015 · Cited by 4
Self-citationABASE: A Hypermedia-based tutoring and authoring system
Li, J., Rovick, A. A., & MICHAEL, J. A. (1992) · Lecture notes in computer science · doi:10.1007/3-540-55578-1_84 · Cited by 3
Self-citationWhere To Find The Literature: An Annotated Bibliography of Sources for Life Science Education
MICHAEL, J. A. (1993) · Annals of the New York Academy of Sciences · doi:10.1111/j.1749-6632.1993.tb19779.x · Cited by 2
Self-citation
Research works printed but not linked: 1
- Kim N, Evens M, Michael JA, and Rovick AA. An intelligent tutoring system for circulatory physiology. In: Computer-Assisted Learning , edited by Maurer H. Berlin: Springer-Verlag, 1989, p. 254–266.
Cited by
Qureshi, A., Rizvi, F., Syed, A., Shahid, A., & Manzoor, H. (2014) · Advances in Physiology Education · doi:10.1152/advan.00092.2013 · Cited by 55
Effective self-regulated science learning through multimedia-enriched skeleton concept maps
Marée, T. J., van Bruggen, J. M., & Jochems, W. M. G. (2013) · Research in Science & Technological Education · doi:10.1080/02635143.2013.782283 · Cited by 31
Metadata
- Authors
- Michael, J.
- Affiliations
- Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612
- Venue
- Advances in Physiology Education
- Publisher
- American Physiological Society
- Published
- 2001-09
- Volume
- 25
- Issue
- 3
- Pages
- 145-158
- ISSN
- 1043-4046
- 1522-1229
- Cited by
- 85
- References
- 24
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
