Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

Franklin, Brandon M.; Xiang, Lin; Collett, Jason A.; Rhoads, Megan K; Osborn, Jeffrey L.

doi:10.1152/advan.00082.2015

Cited by 5 publications

(4 citation statements)

References 37 publications

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“…1) is the type of applied scaffold. Scaffolds relate to a temporary support provided by the tutor to assist students during the tutorial cycle, and their presence is one of the main differences between PBL and discovery learning (50,51), considered a minimally guided instruction that can bring difficulties to the learning process (52). Scaffolds can be flexible, related to tutor actions during the cycle, or developed in advance, based on expected difficulties (4).…”

Section: Discussionmentioning

confidence: 99%

A processual view on the use of problem-based learning in high school physiology teaching

Pinho

Alves

Comarú

et al. 2021

Advances in Physiology Education

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In problem-based learning (PBL), the steps and processes present in the PBL tutorial cycle are essential for constructive, self-directed, collaborative, and contextual student learning. This article presents a procedural study of a PBL tutorial cycle with high school students new to the method regarding human respiration and circulation physiology. We observed group dynamics and the learning process that occurred throughout the PBL tutorial cycle. The results indicate that conceptual changes were close to the planned learning objectives and that students enjoyed studying applying PBL. Moreover, a positive correlation was observed between group dynamics, self-directed learning and learning outcomes. Our results provide grounds for restructuring the tutorial cycle, especially important for novice PBL students, such as problem reformulation and the development and diversification of applied learning scaffolds. We conclude that the qualitative analysis performed herein can yield a deeper understanding of the PBL tutorial cycle and may be used to foster PBL implementation in institutions with little experience with the method and monitor its outcomes in organizations with mature PBL use.

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Section: Discussionmentioning

confidence: 99%

A processual view on the use of problem-based learning in high school physiology teaching

Pinho

Alves

Comarú

et al. 2021

Advances in Physiology Education

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“…Os estudantes foram incentivados a procurar a monitoria para a aplicação das maquetes, mas não havia obrigatoriedade. Por isso, de certa maneira, aqueles que participaram desse estudo já demonstraram alguma responsabilização pela construção do seu próprio conhecimento (ALVES et al, 2011;FRANKLIN et al, 2015;LARA et al, 2014;LIMA et al, 2014).…”

Section: Discussionunclassified

“…Essa hipótese não exclui a influência de outras variáveis, entre elas a variação de linguagem, didática ou outro aspecto na transmissão da aula teórica, uma vez que essa aula foi ministrada por diferentes professoras; ou diferenças na interação durante a aplicação das maquetes, em virtude do auxílio de diferentes monitores. Se havia uma diferença de nível básico entre os cursos realmente, poderíamos considerar que a melhora homogênea ocorreu porque estudantes com baixo rendimento poderiam se beneficiar ainda mais com as práticas pedagógicas alternativas (FRANKLIN et al, 2015).…”

Section: Discussionunclassified

“…Conforme outras estratégias alternativas demonstraram (ALVES et al, 2011;FRANKLIN et al, 2015;LIMA, MOREIRA &CASTRO, 2014;LARA et al, 2014), quando o aluno é convocado à posição de responsável por sua aprendizagem, sempre há maior envolvimento e, consequentemente, melhor rendimento. Dentro deste raciocínio, partimos da hipótese de que o estímulo para o uso da maquete, como ferramenta complementar de estudo, propiciaria maior interesse e envolvimento dos estudantes com o conteúdo a ser apreendido e, com isso, melhor desempenho em testes de conhecimento do tema.…”

Section: Introductionunclassified

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Recursos complementares no ensino-aprendizagem da fisiologia dos potenciais elétricos do coração

Albuquerque,

Gouveia,

Cantalice

et al. 2017

Ensino & Pesquisa

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Diante dos desafios atuais do processo ensino-aprendizagem, principalmente envolvendo conteúdos complexos e rico em detalhes, docentes da Disciplina de Fisiologia do DFP/CCS/UFPB vem desenvolvendo recursos complementares de estudo, denominados de maquetes, e o objetivo desse trabalho foi investigar a contribuição deles para a aprendizagem dos potenciais elétricos envolvidos no automatismo cardíaco. Para isto, 119 estudantes de seis diferentes cursos responderam a testes sobre o tema antes e depois de utilizarem as maquetes. No teste antes das maquetes, estudantes de psicologia obtiveram desempenho melhor do que os demais, mas no resultado depois, todos os cursos foram equivalentes. O desempenho no teste depois da aplicação das maquetes foi significativamente melhor do que antes. Sugerimos que as maquetes podem ter fornecido um elemento concreto acessível à percepção de que a complexidade do assunto poderia ser superada e contribuíram para engajar os alunos na responsabilidade pela construção do seu próprio conhecimento, favorecendo a aprendizagem.

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How pre-service teachers internalize the link between research literacy and pedagogy

Gutman¹,

Genser²

2017

Educational Media International

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Enabling pre-service teachers to develop a critical view of their practice and to acquire the higher order inquiry skills necessary for pedagogic research has been and continues to be a challenge. The present study presents a unique intervention in the training of pre-service teachers in research skills (research literacy) using a Problem Based Learning (PBL) approach. The intervention is implemented in two different Learning Communities (LC), one online and the other blended. Both immediate and long-term effects of PBL are investigated as are the effects of social and direct scaffolding within the LCs.The study focuses on transmitting the following Research Literacy (RL) skills: identifying and defining a problem, formulating a research question, and designing a research method. The findings indicate an immediate effect upon all RL skills in both LCs. The long-term effect appears only in the online LC and only for two RL skills: identifying and defining problems. Additionally, there is greater use of social scaffolding in formulating and designing a research study in the online LC than in the blended learning community. Those findings are then interpreted in terms of retention capacity and scaffolding in blended and online LCs.building depends on heightened levels of interaction and on harmonization of blended interaction channels. While this principle was maintained in the online LC of the current study, it was probably missing in the blended LC.Participants in the blended LC were alternately requested to create learning interactions in traditional and online formats. Probably the inconsistency of the communication channels and their differing patterns confused them, reducing the efficiency of the interpersonal interactions. This in turn led to significantly lower frequency and quality of both direct and social scaffolding as compared to the online LC. Practical implications, future research, and limitationsThe main purpose of this study was to compare an online Learning Community to a blended LC, focusing on students' ability to assimilate the link between Research Literacy and pedagogy. We had assumed that the pedagogic communication which took place in the blended environment would achieve significantly greater internalization of the knowledge and skills of RL than that of the pure online environment (Willcoxson et al., 2011; Bettaz et al., 2016). This assumption was based on the claim that multichannel communication improves outcomes in declarative knowledge, cognitive flexibility and high-order skill acquisition (Park, 2011). However, our expectation was not only not confirmed, but we found that online-based pedagogic communication yields better results for most aspects of RL and in the social interactivity in the virtual forums.On the theoretical level, this study offers important insight into evaluating PBL communication with different kinds of scaffolding and social interaction in a RL context. On the practical level, this study provides a perspective on an innovative method of assimilating the link b...

show abstract

Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

Cited by 5 publications

References 37 publications

A processual view on the use of problem-based learning in high school physiology teaching

A processual view on the use of problem-based learning in high school physiology teaching

Recursos complementares no ensino-aprendizagem da fisiologia dos potenciais elétricos do coração

How pre-service teachers internalize the link between research literacy and pedagogy

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