Pulse rates - Thinking metacognitively

The investigation into pulse rates incorporates metacognitive thinking, guiding students through a structured approach to learning. In the 'Planning' stage, students are encouraged to clarify the investigation's objectives and reflect on their existing knowledge about pulse rates and their variability. They must consider the most challenging aspects of the investigation and ensure they have the necessary resources. Collaboration is key, and students must consider the value of their ideas and those of their peers, determining whether the collective approach is the most effective one or if alternative ideas might offer a better solution.

During the 'Doing' stage, students actively engage in the investigation, remaining open to modifying their approach based on the task's progress. They reflect on their learning process, the role of collaboration in clarifying their thoughts, and whether they are on the right track. The 'Evaluative' stage prompts students to assess the investigation's outcomes, what they did well, and what could be improved for future scientific inquiries. This stage also encourages students to think about the broader implications of the investigation, such as how it contributes to becoming better scientists and the importance of discussing and refining ideas with others. Additionally, students are prompted to consider the fundamental questions about the heart's function and its relationship with exercise, deepening their understanding of human biology.