Comparación entre la realización de maquetas y la visualización para mejorar la alfabetización visual en anatomía humana en futuros docentes

Fernández, Beatriz García; Jiménez, Antonio Mateos

doi:10.25267/rev_eureka_ensen_divulg_cienc.2018.v15.i3.3605

Cited by 8 publications

(9 citation statements)

References 29 publications

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“…Otros proyectos utilizan impresiones 3D de diferentes regiones anatómicas, diferenciando cada una de sus partes por medio de colores, lo que facilita la identificación y el entendimiento de la relación entre las estructuras que las conforman 17 . También, se encuentran propuestas de enseñanza que utilizan la elaboración de maquetas para lograr la alfabetización visual y la ubicación espacial, lo cual se evalúa por medio de la elaboración de dibujos de cortes transversales de regiones corporales; estos cortes son los de mayor dificultad de comprensión 18 .…”

Section: Discussionunclassified

Una historia en el plexo braquial

Vergara

Perlaza

Espinal-Parra

et al. 2022

revsal

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Introducción: tradicionalmente, la enseñanza del plexo braquial y nervios del miembro superior ha ocurrido de forma magistral, acompañada de una práctica de reconocimiento en el anfiteatro. Objetivo: proponer una estrategia pedagógica para la enseñanza y aprendizaje de este tema, que permita comprender la relación entre las raíces nerviosas, la formación de los troncos, fascículos y nervios terminales. Materiales y métodos: para la comprensión de la anatomía del plexo braquial se prosiguió de la siguiente manera: inicialmente, se realizó una lectura a profundidad de los libros de texto clásicos de anatomía humana, se revisaron aplicaciones con imágenes en 3D para facilitar la ubicación espacial, se realizaron dibujos del plexo, y a partir de reuniones virtuales, se decidió crear un cuento con inicio, desarrollo y conclusión que permitiera hacer una analogía entre la vida cotidiana y el plexo braquial, titulado “Una historia en el plexo braquial”. Después, se utilizó el programa Procreate de Apple para ilustrar los personajes de acuerdo con las descripciones creadas. Finalmente, se realizó la animación utilizando el programa Adobe Premiere. Resultados: se diseñó y animó un cuento sobre el plexo braquial, con 15 ilustraciones originales que personifican cada una de las divisiones ventrales de las raíces nerviosas de C5 a T1. La ubicación espacial se representa a través de los estratos socioeconómicos, y las relaciones entre los nervios a partir de las relaciones familiares. Conclusión: la participación activa de los estudiantes en el diseño de estrategias pedagógicas permite la comprensión de la anatomía humana, lo cual facilita la construcción de conocimiento en el área. Por tanto, esta actividad se convirtió en una excelente estrategia de enseñanza, aprendizaje y evaluación, que involucró en este caso la creatividad, la escritura, el trabajo en equipo y la comprensión a profundidad del tema para poder hacer la analogía.

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Section: Discussionunclassified

Una historia en el plexo braquial

Vergara

Perlaza

Espinal-Parra

et al. 2022

revsal

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“…Regarding the learning of science, physical model-based modelling promotes not only the learning of the elements and the structure where they are located, but also the related relationships and processes (Steer et al 2005;García and Mateos 2018); that is, they link structure to processes, a common difficulty in, for example, the understanding of nutrition or plate tectonics. Interestingly, Gómez (2008) found that physical models specifically contributed to the learning process, facilitating students to build the model of human senses.…”

Section: The Use Of Physical Models In Science Educationmentioning

confidence: 99%

“…However, fewer studies aim to assess the effectiveness of teaching proposals that may promote conceptual change on this topic. For that purpose, different strategies such as experiments simulating processes (Bahamonde and Gómez Galindo 2016;Mattos Feijó, de Andrade and Coutinho-Silva, 2020), virtual strategies (Šorgo, Hajdinjak, and Briški 2008;Vilkonienė 2009) and physical models (Bahamonde and Gómez Galindo 2016;García and Mateos 2018) have been proposed. The use of a dramatic simulation was also proposed (Benarroch 2008) but it was more focused on nutrition than on the DS.…”

Section: Introductionmentioning

confidence: 99%

“…This work addresses the use of physical models and drama for modelling the DS, as previous research on other topics (e.g. Braund and Ahmed 2019;García and Mateos 2018;Gómez 2008;McSharry and Jones 2000;Ogan-Bekiroglu 2007;Padalkar and Ramadas 2011;Walan 2020) has shown that they facilitate the learning of scientific models and are suitable for teaching in early childhood.We selected early childhood Pre-Service Teachers (PSTs) as subjects because they need to learn science concepts in ways that are consistent with how they will eventually be asked to teach (Zembal-Saul 2009). Concretely, we focus on how PSTs develop their understanding about the DS when they participate in a sequence of activities that includes the construction of physical models and the design and performance of a role-play.…”

Section: Introductionmentioning

confidence: 99%

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Using multiple strategies in deepening the understanding of the digestive system

Uskola

Zamalloa

Achurra

2022

Journal of Biological Education

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The digestive system (DS) is a fundamental topic in biological science teaching. However, the literature indicates that students have difficulties in its learning. In the present work, we focus on how early childhood Pre-Service Teachers (PSTs) develop their understanding of the DS regarding the CMP (Components-Mechanisms-Phenomena) framework of systems thinking. A teaching sequence was designed, implemented and iteratively improved over the course of three years, and in Year 3 included the construction of a physical model and the design and performance of a role-play. Data collection was performed using individual questionnaires before and after participating in the practical activities. The physical models and the role-plays were also analysed. The results show that participation in the sequence improved the understanding of the DS in all dimensions of systems thinking, especially in Year 3. The construction of physical models mainly fostered learning Components and the role-play seemed to facilitate a deeper understanding of Mechanisms. It is concluded that the combined use of both modes of representation constitutes a valuable strategy for science education.

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“…There are also teaching-learning proposals that use the elaboration of models to achieve visual literacy and spatial location evaluated through the elaboration of crosssectional drawings of body regions, which are the most difficult to understand (García Fernández & Mateos Jiménez, 2018). The University of California facilitates learning by metaphors, analogies and facial expressions to provide new ways of thinking, focus activities on common human functions and improve understanding of anatomical and physiological relationships.…”

Section: Cluster Of Teaching-learning Through Variousmentioning

confidence: 99%

Bibliometric Analysis of Global Research Output on Teaching and Learning of Human Anatomy

2022

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The study and teaching of human anatomy is one of the cornerstones of education of basis science in health professionals. The aim of this study was to present a bibliometric analysis of the global outputs of research on the teaching and learning of human anatomy in the last two decades. The Scopus database was used to search and retrieve studies related to this topic between 2001 and February 10, 2021. A total of 10,481 documents were found through a systematic search strategy. A growing trend in publishing research results was evidenced, starting in 2001 with a considerable increase between 2012 and 2015. Four clusters were identified in studies related to teaching-learning methodologies of human anatomy. These clusters correspond to traditional methods and emerging methodologies such as the use of information and communication technologies, 3D impressions and diagnostic images. In addition, the results of this study indicate that the United States, the United Kingdom and Germany were the countries with the highest production in the number of publications on this topic. Although new methodologies have been included in teaching and learning human anatomy, such as the use of information and communication technologies, the trend in these processes continues to be mediated by the traditional method of cadaveric dissection. However, there is an increase in the immersion of virtual resources as part of these methodologies that should be integrated.

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Comparación entre la realización de maquetas y la visualización para mejorar la alfabetización visual en anatomía humana en futuros docentes

Cited by 8 publications

References 29 publications

Una historia en el plexo braquial

Una historia en el plexo braquial

Using multiple strategies in deepening the understanding of the digestive system

Bibliometric Analysis of Global Research Output on Teaching and Learning of Human Anatomy

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