scholarly journals Performance in physiology evaluation: possible improvement by active learning strategies

2016 ◽  
Vol 40 (4) ◽  
pp. 454-457 ◽  
Author(s):  
Luís H. Montrezor
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Learning Process ◽  
Evaluation Process ◽  
Active Engagement ◽  
Physiological Mechanisms ◽  
Monitoring Test ◽  
Active Learning Strategies ◽  
Teaching Learning ◽  
Cognitive Monitoring

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them.

Who wants to be a physician? An educational tool for reviewing pulmonary physiology.

2000 ◽  
Vol 24 (1) ◽  
pp. 30-37 ◽  
Author(s):  
J R Moy ◽  
D W Rodenbaugh ◽  
H L Collins ◽  
S E DiCarlo
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Educational Game ◽  
Pulmonary Mechanics ◽  
Educational Tool ◽  
Evaluation Instrument ◽  
Pulmonary Physiology ◽  
Active Learning Strategies ◽  
Popular Television

Traditional review sessions are typically focused on instructor-based learning. However, experts in the field of higher education have long recommended teaching modalities that incorporate student-based active-learning strategies. Given this, we developed an educational game in pulmonary physiology for first-year medical students based loosely on the popular television game show Who Wants To Be A Millionaire. The purpose of our game, Who Wants To Be A Physician, was to provide students with an educational tool by which to review material previously presented in class. Our goal in designing this game was to encourage students to be active participants in their own learning process. The Who Wants To Be A Physician game was constructed in the form of a manual consisting of a bank of questions in various areas of pulmonary physiology: basic concepts, pulmonary mechanics, ventilation, pulmonary blood flow, pulmonary gas exchange, gas transport, and control of ventilation. Detailed answers are included in the manual to assist the instructor or player in comprehension of the material. In addition, an evaluation instrument was used to assess the effectiveness of this instructional tool in an academic setting. Specifically, the evaluation instrument addressed five major components, including goals and objectives, participation, content, components and organization, and summary and recommendations. Students responded positively to our game and the concept of active learning. Moreover, we are confident that this educational tool has enhanced the students' learning process and their ability to understand and retain information.

scholarly journals Variabilitas Penggunaan Model Pembelajaran Pada Kegiatan Pembelajaran Sejarah Peminatan Kelas X IPS di Kota Depok

2020 ◽  
Vol 2 (2) ◽  
pp. 94-104
Author(s):  
Yusuf Budi Prasetya Santosa ◽  
Fahmi Hidayat
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Qualitative Methodology ◽  
Learning Models ◽  
History Teachers ◽  
Teachers And Students ◽  
History Teacher ◽  
The Difference ◽  
Teaching Learning ◽  
Selection Of

The use of varied learning models by history teachers will facilitate teachers and students in implementing and following the learning process. This study aims to determine the learning process and the use of learning models used by history teachers. This study uses a qualitative methodology with an observation and interview approach conducted at two high schools, Dian Didaktika High School and SMA Negeri 2 Depok. From the results of the study it can be seen, that the history teacher at the two schools has carried out the learning process using a scientific approach. There is no difference in the selection of learning strategies, both of them use the contextual teaching learning model. The difference between the two is in the selection of learning methods, where the history teacher Dian Didaktika uses the method of learning project base learning and the history teacher of SMA Negeri 2 Depok uses a method of learning outside the classroom by visiting museums.

scholarly journals Learning Strategies Employed in English Language: Perceptions and Practices

2019 ◽  
Vol 1 ◽  
pp. 87-99 ◽  
Author(s):  
Pitambar Paudel
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Learning Strategy ◽  
Language Skills ◽  
Learning Goal ◽  
Listening Skill ◽  
Teaching Learning

Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in Education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

scholarly journals Teaching-learning evaluation on the ICNP® using virtual learning environment

2017 ◽  
Vol 70 (3) ◽  
pp. 602-609 ◽  
Author(s):  
Carolina Costa Valcanti Avelino ◽  
Lívia Cristina Scalon da Costa ◽  
Soraia Matilde Marques Buchhorn ◽  
Denismar Alves Nogueira ◽  
Sueli Leiko Takamatsu Goyatá
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Thematic Analysis ◽  
Learning Process ◽  
Professional Education ◽  
Nursing Practice ◽  
Virtual Learning Environment ◽  
Learning Evaluation ◽  
Teaching Learning ◽  
Nursing Professionals

ABSTRACT Objective: Evaluating the teaching-learning process of undergraduates and nursing professionals on the International Classification for Nursing Practice (ICNP®) through a course on Moodle Platform. Method: Mixed research conducted with 51 nursing students and nurses. Many technological and educational resources were used. To collect data, two semi-structured questionnaires were applied and focus groups were carried out. Statistical and thematic analysis of the data was performed. Results: There was a correlation between the Wiki variable, the Animation Video (p = 0.002) and the Arch Method (p = 0.04), as well as a correlation between the Forum, the Virtual Book (P < 0.001) and time (p = 0.009). Three topics emerged: innovation in the application of technological resources, distance education in the professional education and permanent education and the teaching-learning process on the ICNP® in a collaborative way. Conclusion: Teaching-learning strategies and technological resources used were pointed out as innovative and helped students have a better performance.

scholarly journals Avaliação integrada ao processo ensino-aprendizagem em Ciências: uma proposta aplicada aos anos finais do Ensino Fundamental

ForScience ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. e00716
Author(s):  
Paula Bernardes Braga ◽  
Andressa Giarola Alves
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Evaluation Method ◽  
Central Element ◽  
Evaluation Process ◽  
Learning Assessment ◽  
School Students ◽  
Teaching Learning

Neste trabalho, discutimos a avaliação como parte do processo ensino-aprendizagem. Até a década de 80, as provas escritas, sendo elas discursivas ou objetivas, eram o elemento central do processo de avaliação, sendo consideradas o único método para se avaliar. Porém, a partir da década de 90, a comunidade educacional começou a perceber que a avaliação deveria ir além do seu caráter classificatório passando a ser um procedimento diagnóstico e somativo. Para isso, a avaliação deve estar aliada aos processos de ensino e aprendizagem, sendo um processo bem mais abrangente denominado Ensino-Aprendizagem-Avaliação (ONUCHIC; ALLEVATO, 2011). Dessa maneira, faz-se necessário repensarmos as práticas em sala de aula e buscarmos alternativas que integrem esses três importantes mecanismos. Nesse sentido, o objetivo do presente trabalho foi verificar a funcionalidade de um método de avaliação que promova a aprendizagem dos alunos. Relatamos uma experiência de avaliação realizada com alunos dos anos finais do Ensino Fundamental, utilizando a Avaliação por observação com intervenção imediata no ensino de Ciências aliada ao método de Resolução de problemas. Apesar desse método de avaliação ainda ser pouco utilizado, principalmente no Ensino fundamental, concluímos que é uma metodologia eficaz de avaliação que pode ser utilizada na promoção da aprendizagem, inclusive no ensino de Ciências. Palavras-chave: Avaliação. Ensino-Aprendizagem-Avaliação. Resolução de problemas.   Integrated evaluation of the teaching-learning process in science: a proposal applied to the final years of elementary school Abstract In this article, the evaluate as component of the teaching-learning process was discussed. Until the 1980s, written tests (whether discursive or objective), were the central element for the evaluation process, being considered the unique method for this purpose. However, from the 90's, the educational community realized that the evaluation should overcome its classificatory character, becoming a diagnostic and summative procedure. For this purpose, the evaluation must be connected to the teaching and learning processes, as a much more comprehensive process, namely Teaching-Learning-Assessment (Onuchic; Allevato, 2011). In this sense, it's necessary to rethink classroom practices, and look for alternatives that could integrate these three important mechanisms. In this way, the aim of the present paper was to verify the functionality of an evaluation method, which could promotes students learning. It was reported an evaluation experience with the final years of Elementary School students, using the Observation Assessment with immediate intervention in the Sciences teaching, associated to the Problem Solving method. Although this evaluation method is not largely used, mainly in Elementary School, this assessment methodology was reported as effective, which can be employed to promote learning,  including in Science teaching. Keywords: Evaluate. Teaching-Learning-Assessment. Problem Solving method.

scholarly journals A STUDY REVIEW OF ACTIVE LEARNING STRATEGY IN IMPROVING STUDENTS' LEARNING MOTIVATION

2020 ◽  
Vol 1 (1) ◽  
pp. 8-15
Author(s):  
Ubabuddin
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Problem Formulation ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Scope: Learning approaches that are considered effective and feasible to be applied in the current learning process are active learning strategies. By using an active learning strategy, students will be invited to always be involved and motivated to do their best in each learning process, so that students will become excited in participating in learning. Objective: This qualitative study presented the results of literature reviewed gathering from various theories, including national, international journals, books, internet and other literature to answer the problem formulation. Method: A serial of literature on active learning strategies that actively applied in most modern education were reviewed and presented to answer the research question. Findings: based on many experts in the fields of teaching and learning, the findings of this study were First, Active learning starts with questions, card short, the power of two, jigsaw, Index card match, picture and picture, cooperative script, problem based instruction, students team achievement devision, etc. Significance: The findings of this literature rewiewing has promoted students better thoughtful and understanding on material presented as participants engaging themselves with the lesson cores not simply just follow teacher's instruction. These findings are also so useful insight to keep student's concentration and improving learning achieving to the higher learning outcomes as demanded by instructional curriculum. Recomendation: Monotonous and teacher-focused learning is increasingly in demand and continues to be abandoned because it makes students bored and boring. With an effective approach it is hoped that learning objectives can be optimally achieved.

scholarly journals THE CONTRIBUTION OF ACTIVE LEARNING STRATEGIES IN ACTIVATING STUDENTS’ ORAL COMMUNICATION

2022 ◽  
Author(s):  
Uniqbu
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Classroom Interaction ◽  
Oral Communication ◽  
Thinking Skills ◽  
Learning Situation ◽  
Self Confidence ◽  
Active Learning Strategies ◽  
Roles Of Teacher

The paper is aimed at describing the procedures of three active learning strategies which can be used to design a learning situation for learners to speak English actively. The three active learning strategies are live interview, short conversation, and long talk. Specifically, the implementation of each strategy can give impact to the learners’ speaking performance in terms of accuracy, fluency, and comprehensibility. Each strategy promotes the learners’ self-confidence and thinking skills. The implementation of each strategy considers four aspects, namely: the roles of teacher, the classroom interaction, the material, and the learning process. Each strategy evokes variation in those aspects.

ACTIVE LEARNING OF RESPIRATORY PHYSIOLOGY IMPROVES PERFORMANCE ON RESPIRATORY PHYSIOLOGY EXAMINATIONS

2001 ◽  
Vol 25 (2) ◽  
pp. 55-61 ◽  
Author(s):  
Sumangala P. Rao ◽  
Stephen E. DiCarlo
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Creative Thinking ◽  
Respiratory Physiology ◽  
Traditional Lecture ◽  
Problem Solving Skills ◽  
Active Involvement ◽  
Active Learning Strategies ◽  
Lecture Format

Active involvement in the learning process has been suggested to enhance creative thinking, judgement, interpretation, and problem-solving skills. Therefore, educators are encouraged to create an active-learning environment by incorporating active-learning strategies into the class. However, there is very little documentation of the effectiveness of active-learning strategies. Furthermore, faculty are often reluctant to incorporate new strategies without documentation of the effectiveness of these strategies. To address this concern, we compared the performance of two individual classes on an identical respiratory physiology examination. One class was taught respiratory physiology using active-learning strategies. The other class was taught respiratory physiology using the traditional lecture format. The results document that students who learned using active-learning strategies did significantly better ( P < 0.05) on the respiratory physiology examination than students who learned by the traditional lecture format (61 ± 2.2 vs. 86 ± 1.0). Thus, by actively involving students in the learning process, academic performance is enhanced.

Collaborative Learning as a Pedagogical Tool to Improve Students' Learning

2018 ◽  
pp. 118-134 ◽  
Author(s):  
Emmanuel Adjei-Boateng ◽  
Ernest Ampadu
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Active Engagement ◽  
Pedagogical Tool ◽  
Inductive Approach ◽  
Learning Techniques ◽  
Approach To Teaching ◽  
Teaching Learning

There are many approaches to teaching and learning available to teachers. However, educators and educational researchers have focused attention on approaches that ensure active learning of students and social interaction in the teaching-learning process. One of the approaches that promote students learning through active engagement and social interaction is collaborative learning. The chapter attempts to help teachers and pre-service teachers to understand collaborative learning as an inductive approach to teaching and learning. It examines important issues like meaning and elements of collaborative learning; collaboration and cooperation; advantages and challenges with implementation of collaborative learning. Teachers' role in the implementation of collaboration learning as well as collaborative learning techniques is also covered.

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