scholarly journals A Comparison of Interteaching and the Learning Pathway in a Community Health Undergraduate Course

2020 ◽  
pp. 237337992090280
Author(s):  
Jonathan A. Schulz ◽  
Vincent T. Francisco
Keyword(s):  
Health Promotion ◽  
Active Learning ◽  
Community Health ◽  
Learning Strategies ◽  
Teaching Method ◽  
Future Health ◽  
Final Exam ◽  
Course Objectives ◽  
Active Learning Strategies ◽  
Self Instruction

Health promotion undergraduate courses frequently use active learning strategies in an attempt to ensure that future health professionals are prepared to improve population health outcomes. One teaching method with limited research in health promotion courses at the undergraduate level is interteaching (IT). IT is based on behavior analytic techniques and uses paired discussion and student-informed clarifying lectures to teach course objectives. A number of studies suggest that IT is more effective than traditional teaching methods (i.e., lecture). However, research is needed to compare IT with other active learning strategies (i.e., strategies that foster critical thinking by engaging students in analysis, synthesis, and evaluation through discussion and active student responding) and in new subject areas. The present study compared IT with an active learning strategy known as the Learning Pathway (LP) in an undergraduate community health education/promotion planning course. The LP uses group work and guided self-instruction to help students address a societal issue of their choice. Results indicate that students performed slightly higher on multiple-choice quizzes during the IT condition and correctly answered more fill-in-the-blank midterm and final exam questions related to content covered in the IT condition. However, students indicated that they preferred the LP teaching method. Although further research is needed to investigate active learning strategies that are most effective on various outcomes in health promotion courses, this study suggests that IT may be more effective than the LP on teaching course objectives as measured by quiz scores.

scholarly journals THE EFFECTS OF THINKING MAPS-AIDED PROBLEM-BASED LEARNING ON MOTIVATION TOWARDS SCIENCE LEARNING AMONG FIFTH GRADERS

2017 ◽  
Vol 16 (3) ◽  
pp. 379-394
Author(s):  
Nyet Moi Siew ◽  
Ruslan Mapeala
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Strategies ◽  
Science Learning ◽  
Teaching Method ◽  
Fifth Graders ◽  
Problem Based Learning ◽  
Thinking Maps ◽  
Post Test ◽  
Active Learning Strategies

This research was conducted to evaluate the effects of Thinking Maps (TM)-aided Problem-based Learning (PBL) teaching method (TM-PBL) on motivation towards science learning among Fifth Graders. A quasi-experimental pre-test/post-test non-equivalent control group design was employed to measure students’ motivation towards science learning (SMTSL) in motivational factors of self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. The sample consisted of 270 Fifth Graders aged 11 years old. The students were randomly selected and assigned to TM-PBL (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The SMTSL questionnaire was administered prior to and after each intervention. A MANCOVA was conducted on the post-test measures of motivation using the students’ pre-test as the covariates. The result indicated that students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the PBL group in Self-efficacy, Active learning strategies, Achievement Goal and Learning environment stimulation. Likewise, students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the CPS group in all motivational factors. The findings suggest that the Thinking Maps-aided Problem-Based Learning method is effective in improving motivation towards science learning among Fifth Graders. Keywords: fifth graders, motivation towards science learning, problem-based learning, thinking maps.

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

2019 ◽  
Vol 049 (01) ◽  
Author(s):  
Linda Strubbe ◽  
Jared Stang ◽  
Tara Holland ◽  
Sarah Bean Sherman ◽  
Warren Code
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Active Learning Strategies ◽  
Science Departments

EARTH SCIENCE IN ACTION! ACTIVE LEARNING STRATEGIES IN PHYSICAL GEOLOGY LABS

2019 ◽  
Author(s):  
Kalyca N. Spinler ◽  
◽  
René A. Shroat-Lewis ◽  
Michael T. DeAngelis
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Earth Science ◽  
Active Learning Strategies ◽  
Physical Geology

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.

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