Student responses to a hands-on kinesthetic lecture activity for learning about the oxygen carrying capacity of blood

Breckler, Jennifer L.; Yu, Justin R.

doi:10.1152/advan.00090.2010

Cited by 11 publications

(7 citation statements)

References 19 publications

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“…It becomes the responsibility of teachers and instructors to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning styles (2).…”

mentioning

confidence: 99%

Learning style-based teaching harvests a superior comprehension of respiratory physiology

Anbarasi

Rajkumar

Krishnakumar³

et al. 2015

Advances in Physiology Education

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Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P < 0.0001). Post hoc analysis showed significance between the three learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject.

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mentioning

confidence: 99%

Learning style-based teaching harvests a superior comprehension of respiratory physiology

Anbarasi

Rajkumar

Krishnakumar³

et al. 2015

Advances in Physiology Education

View full text Add to dashboard Cite

show abstract

“…Comprehension increases with the number of different learning methods employed, especially those involving kinesthetic learning (2, 5, 7, 10). The use of such low-cost demonstrations has been explored (11, 21) and found to be very successful.…”

Section: Resultsmentioning

confidence: 99%

Using Lecture Demonstrations to Visualize Biological Concepts

Polizzotto

Tamari

2015

J Microbiol Biol Educ.

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Teaching complex biology concepts successfully can be challenging. The use of visual demonstrations has been shown to aid in this process, so we describe here two lecture demonstrations that instructors can use in introductory biology and genetics classes, and that students can easily remember and repeat on their own. The demonstrations do not require expensive equipment and use either props, which the instructor can borrow from the students, or participation of volunteer students. These demonstrations facilitate learning by allowing the student to more actively engage in the process, as we have formally documented in a separate study. They are described in detail here with the hope that other instructors and their students will also find them helpful. Three other props demonstrations for DNA replication, protein structure and linkage can be found using the url: https://sites.google.com/site/tamarif26 . The effectiveness of the five props demonstrations was assessed. The results from an IRB approved study, which complements the descriptions provided here, also appear in this issue.

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“…Los estudiantes más inquietos y que prefieren aprender activamente y "haciendo", tienen mayor disposición a explorar las bondades de esta estrategia. El empleo de diversas estrategias beneficia a un mayor número de estudiantes en su camino del aprendizaje (Felder, 1993;Breckler & Yu, 2011).…”

Section: El Rol Del Tutor En Favorecer El Tránsito De Grupo a Equipounclassified

Las acciones del tutor en el aprendizaje basado en la solución de problemas en una universidad rural de África del Sur.

Calzada

Michelena

2013

REDU

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La Escuela de Medicina de la Universidad Walter Sisulu tiene como objetivo la formación de médicos competentes capaces de servir a las comunidades rurales sudafricanas y también de mejorar la situación de salud en áreas históricamente empobrecidas. Su política de aceptación incluye a estudiantes provenientes de escuelas donde los recursos materiales para el proceso docente son escasos, lo cual fue un fuerte incentivo para compartir nuestras experiencias en el trabajo como tutores del ciclo básico de la carrera de Medicina, así como dar a conocer las habilidades que dichos estudiantes valoran más en sus tutores.Los pequeños grupos de discusión son las unidades de aprendizaje cooperativo donde se crea el ambiente educacional que impulsa a los integrantes del grupo a aprender. El problema reta al conocimiento individual porque genera la necesidad de mejorarlo; esta dimensión cognitiva del proceso ocurre en y como resultado de las interacciones grupales, las que aportan otra dimensión, la social, a esta estrategia de aprendizaje. El tutor, con sus acciones, debe estimular y cuidar que el entusiasmo detonado por el problema perdure como reto en la búsqueda de su solución, cuya calidad depende del esfuerzo y responsabilidad individual en esta construcción en colectivo.Los estudiantes consideraron importantes las habilidades que ellos periódicamente evalúan en sus tutores, siendo sus preferidas las que les facilitan el desarrollo de los procesos cognitivos y una correcta dirección y calidad (integración horizontal y vertical) en la construcción del aprendizaje. Las habilidades referidas al componente colaborativo tuvieron menor prioridad.

show abstract

Student responses to a hands-on kinesthetic lecture activity for learning about the oxygen carrying capacity of blood

Cited by 11 publications

References 19 publications

Learning style-based teaching harvests a superior comprehension of respiratory physiology

Learning style-based teaching harvests a superior comprehension of respiratory physiology

Using Lecture Demonstrations to Visualize Biological Concepts

Las acciones del tutor en el aprendizaje basado en la solución de problemas en una universidad rural de África del Sur.

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