EMBRIO v2.0 — A Virtual Learning Environment for Embryology Teaching

Garcia, Leandro Guimarães; Moraes, Mexwendell Gomes de; Rodrigues, Gustavo Macedo; Santos, Dábila Cristina dos

doi:10.18178/ijiet.2017.7.4.884

Cited by 2 publications

(1 citation statement)

References 4 publications

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“…Embryology is one of study areas in Biology that students of Biology prospective teachers must master, in relation to the duty as teachers they will carry out (Aversi-Ferreira et al, 2012;Carlson, 2002;Cassidy, 2016;Garcia, Santos, Moraes, & Rodrigues, 2016). Within the scope of Embryology, the development process of va-rious types of animals is studied from the fertilized ovum to the time of hatching or birth, which includes variations of the six basic stages, namely: fertilization, cleavage, gastrulation, organogenesis, metamorphosis and gametogenesis (Gilbert, 2010).…”

Section: Introductionmentioning

confidence: 99%

Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework

Nurdiani

Rustaman

Setiawan

et al. 2019

JPBI

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The study was aimed at determining the effectiveness of learning using TPACK (Technological Pedagogical and Content Knowledge) framework in helping the change of reasoning patterns and modes of Biology prospective teachers so that it facilitates in encompassing the Embryology as one of abstract concepts. The subjects used were 49 students of Biology teachers who were having a contract in Embryology course in Biology Education Study Program, in a private educational institute in Bandung. The research design used was quasi-experimental with time-series design type. The measurement of the level of reasoning ability, patterns, and modes of the students were done through the Test of Logical Thinking (ToLT) three times (before the learning program takes place, after learning the first four main subjects, and after the learning program was over). The results showed that the Embryology learning with TPACK framework could directly change the from concrete and transitional reasoners categories to formal reasoners. The learning with TPACK framework also influenced the shift of the students’ logical thinking modes; from the ownership of proportional and/or correlational mode to the ownership of two or three reasoning modes between proportional, probability, correlational, and combinatorial, except the variable control mode.

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Section: Introductionmentioning

confidence: 99%

Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework

Nurdiani

Rustaman

Setiawan

et al. 2019

JPBI

View full text Add to dashboard Cite

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Evaluation of New Tools for Embryology Teaching Experience of Tangier Medical School in Morocco

Idrissi Serhrouchni,

Chraibi,

Elhangouch

et al. 2021

JMSR

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Introduction: During embryonic development, all systems undergo rapid dynamic changes in 3D and over the time. These make learning embryology difficult and very passive through a classic lecture. The objective of this work is to report on the experience of the Faculty of Medicine and Pharmacy of Tangier (FMPT) to improve human embryology teaching by adopting new interactive and effective teaching methods. Materials and methods: During the lectures of the year 2021, illustrative videos of embryonic development were integrated. In addition, as part of the practical sessions, we used for the first time nationally an innovative educational material made of models designed and dedicated especially for the practical application of all the theoretical concepts developed in the course. This material allowed learners to manipulate the three-dimensional aspects of different embryonic structures via plastic 3D models. The effectiveness of these learning tools is assessed in two subjective and objective ways. Results: 216/228 students participated in the satisfaction survey with a predominance of females (65.7%). 80.1% were able to follow the videos. 98.6% attended the practical sessions. Illustrative videos and practical courses were a great help in understanding embryonic development (73% and 73.6% respectively). They facilitated the memorization of embryonic development (64.3% and 67.6%). They increased students interest in embryology (65.7% and 63.8%). They also showed the medical interest of the practice of embryology (37% and 44 %). Compared with the grades of the 2020 class, these methods improved the results of the 2021 class with an increase in the Mean of 0.732 and a reduction in the Standard Deviation of 1.067. Conclusion: These tools are effective in initiating a reflective attitude in students on knowledge transmission methods and allowed them to emerge from a form of passivity for better learning of human embryology. Keywords: Embryology, Teaching, Tools, Innovation

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EMBRIO v2.0 — A Virtual Learning Environment for Embryology Teaching

Cited by 2 publications

References 4 publications

Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework

Reasoning patterns and modes of prospective biology teachers on embryology learning with TPACK framework

Evaluation of New Tools for Embryology Teaching Experience of Tangier Medical School in Morocco

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