Ticker Flow model is the best product for students who learn science and biology course because it is an innovation or improvise from the current learning process of heart and circulation of heart flow. It is also one of the alternatives to make the learning process more clearly and interesting for the students. The Ticker Flow model would help the students more understand and clear about the blood circulation in heart by learning it in interesting way so the students will not get bored in the class and excited on doing the experiments.
Geoff Petty’s PAR Model and Constructivism
This is a model that follows three stages:
a) PRESENT
The teachers start the lesson by explaining on what the learning goals at the end of the lesson would be. The students are introduced to the whole Ticker Flow Kit. The teachers would follow the lesson plan that has already been provided in The Ticker Flow Kit. There will then be an introduction of the 12 stages of the blood flow throughout the heart and a brief explanation on where the deoxygenated blood enters up to the blood leaving the heart as oxygenated blood.
b) APPLY
The students were given two case studies related to heart problems and given a little explanation on the flow of blood throughout the heart. The task is to identify which part of the heart caused the problems in the case study. The students were then given The Ticker Flow kit in order to assemble the parts of the heart to form a clear cross section of the heart and identifying the flow of blood by fixing the red and blue LED lights in the correct direction. Vernon and Lloyd-Jones (2003) conducted a study to explore the effect of colors in implicit and explicit memory performance. In one of their hypotheses, they expected a shorter response time to coloured stimuli in comparison to non- coloured/black and white stimuli. The result revealed a significant effect on coloured object F(1, 29) = 7.02, P < 0.05 which meant that participants took faster time to recognize objects in the coloured than non-coloured condition. In the event any error or omissions come to light, it can be constructed and corrected as well as expanded. Thus, at this stage, the students will know how to function THE TICKER FLOW without having difficulties to memorize them.
c) REVIEW
This stage is where the students would come upfront of the classroom to present their finished model as well as be able to identify which part of the heart had caused the problem based on the case study that was given earlier. At the end of the lesson, the students would be able to understand the flow of the blood throughout the heart which would mean the objective of this whole project has been achieved. The students may also be given a complex heart diagram to ensure that they have understood clearly the blood flow by being able to label the parts of the heart correctly.
