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ILLUMINATIONS

PROPRIOCEPTION: CONFRONTING PRIOR KNOWLEDGE

Science and Mathematics Department
Johnson C. Smith University
100 Beatties Ford Rd.
Charlotte, NC 28216
E-mail: anovicki{at}jcsu.edu
doi:10.1152/advan.00043.2005

	Introduction

TOP Introduction GRANTS REFERENCES

 
The concept of proprioception (sensory information about muscle position and tension) is fundamental to understanding how we and other animals move, how reflexes work, how we maintain our balance, and how the motor system portion of the nervous system works. However, it is difficult to make the concept of proprioception "real" to students, possibly because we are not consciously aware of proprioception. Another difficulty is that we have learned from early childhood that we have five senses; we can name these five senses, and not one of them is proprioception. The physiology teacher must confront student's prior knowledge, which appears to inform the student that proprioception does not exist. People learn best when their prior knowledge is engaged (1), but how to effectively excavate useful prior knowledge about proprioception?

Proprioception is often approached by discussing how balance is maintained or how reflexes work. Both of these examples seem too abstract for some of my students; the more vocal students protest that there are only five senses. How, then, to make proprioception "real?"

To engage students' knowledge and to make proprioception real to them, I prepare a brief in-class demonstration, using two identical opaque covered drink cups (for larger classes, several pairs of cups). The contents of the cups must not be visible. One cup contains clay to add weight. The other cup is empty. Students are requested not to open the cups as they are passed around the room. The only difference detectable to the students is the weight of the cups (the clay is packed down so that it does not shift when the cup is passed). The students are asked if there is a difference between the two cups. The students generally agree that one cup is heavier. Then, I ask "How do you know?" At this point, it is important to allow time for the students to formulate an explanation on their own. Encourage students to share their ideas with others in small groups such as in a think-pair-share format. Most students eventually realize that they "know" how much of their muscles are engaged in lifting an object. Once this idea is conceptualized by the students themselves, they are prepared (and in some cases, eager) to learn more about proprioception.

	GRANTS

TOP Introduction GRANTS REFERENCES

 
This work was funded by National Institute of General Medical Sciences Grant 5T36-GM-066925-03 (to W. E. Bollenbacher).

	REFERENCES

TOP Introduction GRANTS REFERENCES

 

1. National Research Council. How People Learn: Brain, Mind, Experience, and School, edited by Bransford JD, Brown AL, and Cocking RR. Washington, DC: National Academy Press, 2000.

This Article Submit a response Alert me when this article is cited Alert me when eLetters are posted Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in ISI Web of Science Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Novicki, A. Search for Related Content PubMed PubMed Citation Articles by Novicki, A.