My Fish Is Smarter Than Your Fish: Inquiry-Approach Methods to Examine Learning in Zebrafish Exposed to Environmental Chemicals

Daniel N. Weber; Renee A. Hesselbach; David H. Petering; Craig A. Berg

doi:10.1525/abt.2019.81.5.352

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Daniel N. Weber,¹ Renee A. Hesselbach,² David H. Petering,³ Craig A. Berg⁴

¹Daniel N. Weber (dweber@uwm.edu) is Senior Scientist, University of Wisconsin-Milwaukee
²Renee A. Hesselbach (hesselba@uwm.edu) is Outreach Specialist, University of Wisconsin-Milwaukee
³David H. Petering (petering@uwm.edu) is Professor of Chemistry and Biochemistry and Director of the Children's Environmental Health Sciences Center, University of Wisconsin-Milwaukee, Milwaukee, WI 53204.
⁴Craig A. Berg (caberg@uwm.edu) is Professor of Science Education in the School of Education, University of Wisconsin-Milwaukee, Milwaukee, WI 53201.

Abstract

Using live vertebrate animals to demonstrate learning and memory is typically not done in high school biology classes. We designed an apparatus and protocol by which students observe learning in fish. Students generate questions and discover answers (e.g., does age, sex, species, or chemical exposure impact learning and memory outcomes)?

© 2019 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints.

Citation Download Citation

Daniel N. Weber, Renee A. Hesselbach, David H. Petering, and Craig A. Berg "My Fish Is Smarter Than Your Fish: Inquiry-Approach Methods to Examine Learning in Zebrafish Exposed to Environmental Chemicals," The American Biology Teacher 81(5), 352-359, (17 May 2019). https://doi.org/10.1525/abt.2019.81.5.352

Published: 17 May 2019