Effect of the use of a model with peer instruction for the teaching of membrane potential and action potential
| Autor: | Rachel Linka Beniz Gouveia, Maria Regina de Freitas, Juliany Santiago de Araújo, Rita de Cássia da Silveira e Sá, Nattan Almeida e Sousa, Larissa Suelen da Silva Lins, Francisco Antônio de Oliveira Junior, Temilce Simões de Assis, Fabiola da Silva Albuquerque, Vinícius José Baccin Martins |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Male
Students Health Occupations 020205 medical informatics Physiology Action Potentials Northeast brazil 02 engineering and technology Models Biological Peer Group Education Membrane Potentials Young Adult 0202 electrical engineering electronic engineering information engineering Mathematics education Humans Membrane potential Teaching 05 social sciences Undergraduate education 050301 education General Medicine Peer instruction Action (philosophy) Health Occupations Active learning Female Educational Measurement Psychology 0503 education |
| Zdroj: | Advances in physiology education. 42(4) |
| ISSN: | 1522-1229 |
| Popis: | A group of teachers from Northeast Brazil developed a model of membrane potentials and action potential and tested the hypothesis that using the peer-instruction model would provide a better performance for students in reading traditional texts and lectures. The results were obtained from 357 students from 20 different courses in 9 different undergraduate programs. All students attended two 100-min theoretical lecture and, at the end of the second lecture, were asked to answer a multiple-choice question (a pretest). In the following lecture, students were divided into three groups: control, text, and model. At the end of the lecture, everyone responded to a posttest. Student performance in the pretest did not differ significantly between groups. In the comparison between the pretest and the posttest, students in the model and text groups significantly improved their performance, but there was no improvement in the control group. In the posttest, the model group presented a better performance than the control group. In the evaluation of the strategies used, 46% of the students indicated that the text would be very useful to remind them about the subject in the future, whereas 80% of those who used the model indicated that it would be very useful or extremely useful. useful. Although it was not possible to support the hypothesis conclusively, the performance model group, at least in part, was due to the use of active methodologies that constitute a differential in the teaching-learning process. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|