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Inquiry-Based Instruction of Compound Microscopy Using Simulated Paleobiogeography

Jay Y. S. Hodgson and Scott C. Mateer
The American Biology Teacher
Vol. 77, No. 5 (May 2015), pp. 363-368
DOI: 10.1525/abt.2015.77.5.7
Stable URL: http://www.jstor.org/stable/10.1525/abt.2015.77.5.7
Page Count: 6
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Inquiry-Based Instruction of Compound Microscopy Using Simulated Paleobiogeography
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Abstract

The compound microscope is an important tool in biology, and mastering it requires repetition. Unfortunately, introductory activities for students can be formulaic, and consequently, students are often unengaged and fail to develop the required experience to become proficient in microscopy. To engage students, increase repetition, and develop identification skills, we have them use the microscope as a problem-solving tool to examine prepared slides of microfossils and microartifacts from a simulated archeology site to determine its paleobiogeographic history.

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