An Evaluation of the Use of Student‐centred Investigations in Teaching Comparative Animal Physiology to Undergraduates

Abstract

Abstract Student‐centred (open‐ended) investigations, carried out in small groups, were used to teach comparative animal physiology to undergraduates. Questionnaires were distributed and discussion sessions held before and after the course to gauge students’ perceptions of the learning experiences provided by student‐centred investigations, and in particular, the responsibility taken for their own learning. Questionnaire responses showed that the level of learning experiences provided by the student‐centred investigations came closer to the students’ ideal than did those provided by closed‐ended approaches. Students did appear to value learning through their own experience as highly as they did being taught. Furthermore they valued the opportunity to establish and develop important skills (e.g. verbal presentations) less easily acquired through closed‐ended courses.