“Design-an-Alien” Exercises in Histologic Instruction: A Means to Promote Conceptualization and Critical Thinking

Abstract

General histology classes are ideal venues for teaching students about the inherent complementarity of structure and function in a biological systems context. Unfortunately, many students focus more on rote memorization than on a conceptual understanding of histologic principles. A strategy to promote conceptualization and critical thinking was tested over three course offerings of a senior/graduate-level Animal Histology course at Clemson University. Students were asked to either “reverse engineer” randomly selected but somewhat esoteric animal organs (e.g., spider silk glands, squid ink glands), or to hypothesize on histologic features of alien or fictional anatomy from popular cinematic productions (Star Wars, Spiderman, etc.). In both cases, students were given very limited starting information (e.g., the alien has blue skin and comes from a very dry planet) and asked to speculate on histologic structures. Overall, students were very engaged in the exercises and reported a high degree of satisfaction, appreciation, and learning. When real-world examples were used (e.g., spider glands), students were somewhat frustrated if confirming information was not readily available in the online literature. In the more abstract circumstances, the students seemed to focus more on the conceptual framework and logical premise behind each feature of imagined alien histology because they knew that no real answers would be available to confirm their hypotheses. Implementation in the classroom included active participation, group work, and individual decision making and rationalization. Exercises that promote the development of critical thinking skills may have utility well beyond the next histology exam and could serve as useful models for additional subjects, including anatomy, physiology, and others. (The J Histotechnol 32(2):76–79, 2009)Submitted March 1, 2009; accepted with revisions April 6, 2009