Educational Philosophy: Teaching Science, Life, and the Future Health Professional

Teaching Archive—Entry 009

Dr. Dean J. Scherer
Professor of Human Anatomy & Physiology

Teaching the life sciences effectively begins with teaching science itself.

Students entering courses in anatomy and physiology often expect to encounter large volumes of information—structures to memorize, pathways to remember, and terminology to master. While factual knowledge is certainly important, the deeper goal of science education is not simply the accumulation of facts. Instead, it is the development of a way of thinking.

Science is fundamentally about understanding patterns, relationships, and systems. It teaches students to ask questions, examine evidence, recognize cause and effect, and understand how complex processes interact within the natural world. When students learn to think in this way, they gain tools that extend far beyond a single course.

For this reason, the first task in teaching the life sciences is helping students learn how to think scientifically.

Once students begin to recognize patterns and relationships, the study of the human body becomes far more meaningful. Anatomy and physiology are not simply collections of disconnected facts. They reveal the remarkable organization of living systems—structures designed for specific functions, regulatory mechanisms that maintain balance, and networks of communication that coordinate activity across the entire organism.

Understanding these principles allows students to see physiology not merely as information to memorize, but as an integrated system that sustains life.

For many students, courses in anatomy and physiology represent a gateway to careers in healthcare. Future nurses, therapists, technicians, and physicians must develop a strong understanding of how the body functions in both health and disease. This understanding forms the foundation upon which clinical reasoning and patient care are built.

Effective preparation for these professions therefore requires more than the transmission of knowledge. It requires helping students build conceptual frameworks that allow them to interpret physiological processes and recognize how systems interact within the body.

When students understand homeostasis, structure–function relationships, metabolic regulation, and communication between physiological systems, they gain the ability to think about health and disease in a meaningful way. These concepts help them interpret symptoms, understand medical interventions, and appreciate the complexity of the human organism.

Equally important is the recognition that science education often represents a transformative experience for students. Many arrive uncertain about their abilities or unsure whether they can master complex scientific material. Through careful instruction, clear explanations, and supportive guidance, students gradually discover that they are capable of understanding far more than they initially believed.

Watching that transformation occur—when a student moves from confusion to clarity and from uncertainty to confidence—is one of the most rewarding aspects of teaching.

Over the course of more than three decades in the classroom, I have come to view education not simply as the transfer of information, but as a process of helping students develop the intellectual tools necessary to understand the world around them.

For those entering healthcare professions, this understanding carries particular significance. The knowledge gained in the classroom ultimately influences how future professionals will care for patients, interpret physiological changes, and respond to the challenges of clinical practice.

In that sense, teaching anatomy and physiology is not only about explaining biological systems. It is about helping prepare individuals who will one day serve others through their work in healthcare.

Science education, therefore, becomes both an intellectual and a human endeavor—one that combines knowledge, understanding, and responsibility.