The use of an open-ended, student-led activity to aid in the learning and understanding of action potential

Machado, Rui Seabra; Mello‐Carpes, Pâmela Billig

doi:10.1152/advan.00101.2017

Cited by 10 publications

(8 citation statements)

References 7 publications

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“…Table 4 shows the percentage of correct answers given for each question, before and after the Endocrine Circuit application. Students' scores for questions 3,4,6,7,8,9, and 10 improved after the contact with the Endocrine Circuit. The greatest improvements, considering a higher percentage of correct answers after Endocrine Circuit application, were observed for questions 3 (36%), 4 (29%), 8 (29%), and 9 (42%).…”

Section: Resultsmentioning

confidence: 98%

“…Concerning classroom practices in Brazilian teaching centers, the most widespread method is still the traditional teachercentered approach (1), in which a teacher provides information about a specific subject, and students listen and have minimal influence on the learning process (7). Even though this method is effective and has its place, it also has flaws; a study by Benware and Deci (2) evaluated students who learned through either a passive or an active orientation.…”

Section: Introductionmentioning

confidence: 99%

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The use of the “Endocrine Circuit” as an active learning methodology to aid in the understanding of the human endocrine system

Zangerolamo

Soares

Rosa

et al. 2020

Advances in Physiology Education

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The search for more efficient teaching methodologies is a great challenge for Brazilian educators, since most classes are still traditional (theoretical) and have little student involvement during the learning process. Active learning methodologies, where students play a central role in the learning process, are proving to be more effective and interesting when it comes to acquiring knowledge. Thus we decided to develop an innovative technique for teaching Human Endocrine Physiology, called “Endocrine Circuit.” The circuit consisted of eight stations in which students were asked to organize a scheme with cards to answer a specific question about a gland or tissue with endocrine relevance. The effectiveness of the developed activity was validated through a pretest-posttest design, in which the students had to answer a 10-question test. We found out that, after the Endocrine Circuit application, students showed an improvement in the percentage of correct answers for 7 out of 10 questions contained in the questionnaire ( P ≤ 0.05). In addition, the activity showed positive outcomes regarding student’s engagement in this study, besides showing to be more efficient than the Brazilian traditional theoretical classes.

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Section: Resultsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

The use of the “Endocrine Circuit” as an active learning methodology to aid in the understanding of the human endocrine system

Zangerolamo

Soares

Rosa

et al. 2020

Advances in Physiology Education

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“…Although the role of the active methodology is still controversial, a large number of works have been demonstrated its positive impact on the teaching-learning process [1,11,18]. Melo Prado, Hannois Falbo (1) verified that the use of an active methodology is more effective in the knowledge acquisition, in the self-directed learning and in the student's opinion on the method than the traditional methodology in the context of ward round [1].…”

Section: Discussionmentioning

confidence: 99%

“…However, in many cases, it is not always possible to take a full course of active methodologies. In these cases, a possible alternative is to identify complex contents and apply different methodologies to facilitate student understanding in this specific contents [5,6,18].…”

Section: Discussionmentioning

confidence: 99%

The Use of Educational Games to Explain Complex Concepts Related to Human Physiology

et al. 2019

Self Cite

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Different strategies have been proposed to improve the teaching-learning process in different fields. One option to optimize learning, increasing students' involvement and providing group discussions, is the use of educational games (EG). In this study, we evaluated the students' perceptions about the use of EG as a tool to facilitate the understanding of key concepts related to Human Physiology (HP). Educational games addressing the bioelectric membrane potential and the cardiac cycle were used to complement theoretical classes. After the games' use, the students were invited to evaluate their use. We verified that students consider that EG are interesting tools to improve HP teaching and that they contribute to the understanding of the content worked in the classroom. ResumoDiferentes estratégias têm sido propostas para melhorar o processo de ensino-aprendizagem em diferentes compos. Uma opção para otimizar o aprendizado, aumentando o envolvimento dos alunos e proporcionando discussões em grupo, é o uso de jogos educacionais (JE). Neste estudo, nós avaliamos as percepções dos alunos sobre o uso do JE como uma ferramenta para facilitar o entendimento de conceitos-chave relacionados à Fisiologia Humana (FH). Jogos abordando os potenciais bioelétricos da membrana celular e o ciclo cardíaco foram utilizados para complementar as aulas teóricas de Fisiologia. Após o uso dos jogos, os alunos foram convidados a avaliá-los. Verificamos que os alunos consideram o JE ferramentas interessantes para melhorar o ensino da FH e que contribuem para a compreensão do conteúdo trabalhado em sala de aula.Palavras-chave: Processo ensino-aprendizagem; Metodologias ativas; Jogos educacionais. 41Journal of Biochemistry Education

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“…In order for this methodological approach to take place egalitarian, learning perceptions and needs must be considered (Basheti et al, 2015). Like this, education in pharmacology poses a major challenge to teacher, even more than model used is usually the traditional teaching (Machado & Mello-Carpes, 2018).…”

Section: Introductionmentioning

confidence: 99%

Concept mapping: student perceptions of using a teaching tool in a Pharmacy course

Gomes

Tonn

Porto

et al. 2020

RSD

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Concept mapping consist of diagrams that represent the relationships between concepts and words that describe them. The present study aimed to examination of student perceptions of using concept mapping in a pharmacy course. A group of undergraduate students from the sixth semester were the participants. Students received the concept mapping before and after the theoretical class, also could make their own map. In general manner, 97% of the students made use of concept mapping, 90% consider that their use may be useful for learning pharmacology. 50% of participants considered the help provided by concept mapping for their learning as satisfactory, 25% as very satisfactory and 25% as regular. Still, 63% of students intend to continue use of conceptual maps and 34% think about continuing to use concept mapping. Therefore, the study demonstrated that use of concept mapping as a teaching tool for pharmacology class, managed to arouse students interest in contents.

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The use of an open-ended, student-led activity to aid in the learning and understanding of action potential

Cited by 10 publications

References 7 publications

The use of the “Endocrine Circuit” as an active learning methodology to aid in the understanding of the human endocrine system

The use of the “Endocrine Circuit” as an active learning methodology to aid in the understanding of the human endocrine system

The Use of Educational Games to Explain Complex Concepts Related to Human Physiology

Concept mapping: student perceptions of using a teaching tool in a Pharmacy course

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