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Students integrate knowledge acquisition and practical work in the laboratory
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| Zeitschriftentitel: | Advances in Physiology Education |
|---|---|
| Personen und Körperschaften: | , , , , , |
| In: | Advances in Physiology Education, 39, 2015, 3, S. 209-213 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
American Physiological Society
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| Schlagwörter: |
| author_facet |
Agüera, E. I. Sánchez-Hermosín, P. Díz-Pérez, J. Tovar, P. Camacho, R. Escribano, B. M. Agüera, E. I. Sánchez-Hermosín, P. Díz-Pérez, J. Tovar, P. Camacho, R. Escribano, B. M. |
|---|---|
| author |
Agüera, E. I. Sánchez-Hermosín, P. Díz-Pérez, J. Tovar, P. Camacho, R. Escribano, B. M. |
| spellingShingle |
Agüera, E. I. Sánchez-Hermosín, P. Díz-Pérez, J. Tovar, P. Camacho, R. Escribano, B. M. Advances in Physiology Education Students integrate knowledge acquisition and practical work in the laboratory General Medicine Physiology Education |
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agüera, e. i. |
| spelling |
Agüera, E. I. Sánchez-Hermosín, P. Díz-Pérez, J. Tovar, P. Camacho, R. Escribano, B. M. 1043-4046 1522-1229 American Physiological Society General Medicine Physiology Education http://dx.doi.org/10.1152/advan.00019.2015 <jats:p> The aim of the present work was to transfer a wider concept of teamwork and self-learning to the laboratory, encouraging students' capabilities when seeking, acquiring, and processing knowledge. This educational innovation was carried out with a total of 38 students (fourth year of degree in Biology) in the area of physiology (Advances in Reproduction course) at University of Córdoba in Córdoba, Spain. The design of the project's application methodology consisted of establishing a way in which problems would be tackled in the practical classes. For this purpose, the different tasks were set up so that students could relate them to the concepts learned in the theory classes. On the first day of class, the project was presented to the students. Groups of two to three students worked in the laboratory and set up an outline of the protocol of the practical work that they had done. This outline was performed individually and sent to the lecturers through a learning management system (Moodle). The teachers gave feedback and assessed student submissions. Upon finishing the course, students completed a survey. The project-based learning method promotes practical self-learning on the part of students. This methodology demonstrated to us that it stimulates a critical and self-critical capacity in students, both individually and in groups, and that writing didactic practical material helped students to enhance their theory knowledge. The experiment was a success in view of the scores obtained upon finishing the subject. </jats:p> Students integrate knowledge acquisition and practical work in the laboratory Advances in Physiology Education |
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Students integrate knowledge acquisition and practical work in the laboratory |
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Students integrate knowledge acquisition and practical work in the laboratory |
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Students integrate knowledge acquisition and practical work in the laboratory |
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students integrate knowledge acquisition and practical work in the laboratory |
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General Medicine Physiology Education |
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http://dx.doi.org/10.1152/advan.00019.2015 |
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2015 |
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209-213 |
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<jats:p> The aim of the present work was to transfer a wider concept of teamwork and self-learning to the laboratory, encouraging students' capabilities when seeking, acquiring, and processing knowledge. This educational innovation was carried out with a total of 38 students (fourth year of degree in Biology) in the area of physiology (Advances in Reproduction course) at University of Córdoba in Córdoba, Spain. The design of the project's application methodology consisted of establishing a way in which problems would be tackled in the practical classes. For this purpose, the different tasks were set up so that students could relate them to the concepts learned in the theory classes. On the first day of class, the project was presented to the students. Groups of two to three students worked in the laboratory and set up an outline of the protocol of the practical work that they had done. This outline was performed individually and sent to the lecturers through a learning management system (Moodle). The teachers gave feedback and assessed student submissions. Upon finishing the course, students completed a survey. The project-based learning method promotes practical self-learning on the part of students. This methodology demonstrated to us that it stimulates a critical and self-critical capacity in students, both individually and in groups, and that writing didactic practical material helped students to enhance their theory knowledge. The experiment was a success in view of the scores obtained upon finishing the subject. </jats:p> |
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| description | <jats:p> The aim of the present work was to transfer a wider concept of teamwork and self-learning to the laboratory, encouraging students' capabilities when seeking, acquiring, and processing knowledge. This educational innovation was carried out with a total of 38 students (fourth year of degree in Biology) in the area of physiology (Advances in Reproduction course) at University of Córdoba in Córdoba, Spain. The design of the project's application methodology consisted of establishing a way in which problems would be tackled in the practical classes. For this purpose, the different tasks were set up so that students could relate them to the concepts learned in the theory classes. On the first day of class, the project was presented to the students. Groups of two to three students worked in the laboratory and set up an outline of the protocol of the practical work that they had done. This outline was performed individually and sent to the lecturers through a learning management system (Moodle). The teachers gave feedback and assessed student submissions. Upon finishing the course, students completed a survey. The project-based learning method promotes practical self-learning on the part of students. This methodology demonstrated to us that it stimulates a critical and self-critical capacity in students, both individually and in groups, and that writing didactic practical material helped students to enhance their theory knowledge. The experiment was a success in view of the scores obtained upon finishing the subject. </jats:p> |
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| spelling | Agüera, E. I. Sánchez-Hermosín, P. Díz-Pérez, J. Tovar, P. Camacho, R. Escribano, B. M. 1043-4046 1522-1229 American Physiological Society General Medicine Physiology Education http://dx.doi.org/10.1152/advan.00019.2015 <jats:p> The aim of the present work was to transfer a wider concept of teamwork and self-learning to the laboratory, encouraging students' capabilities when seeking, acquiring, and processing knowledge. This educational innovation was carried out with a total of 38 students (fourth year of degree in Biology) in the area of physiology (Advances in Reproduction course) at University of Córdoba in Córdoba, Spain. The design of the project's application methodology consisted of establishing a way in which problems would be tackled in the practical classes. For this purpose, the different tasks were set up so that students could relate them to the concepts learned in the theory classes. On the first day of class, the project was presented to the students. Groups of two to three students worked in the laboratory and set up an outline of the protocol of the practical work that they had done. This outline was performed individually and sent to the lecturers through a learning management system (Moodle). The teachers gave feedback and assessed student submissions. Upon finishing the course, students completed a survey. The project-based learning method promotes practical self-learning on the part of students. This methodology demonstrated to us that it stimulates a critical and self-critical capacity in students, both individually and in groups, and that writing didactic practical material helped students to enhance their theory knowledge. The experiment was a success in view of the scores obtained upon finishing the subject. </jats:p> Students integrate knowledge acquisition and practical work in the laboratory Advances in Physiology Education |
| spellingShingle | Agüera, E. I., Sánchez-Hermosín, P., Díz-Pérez, J., Tovar, P., Camacho, R., Escribano, B. M., Advances in Physiology Education, Students integrate knowledge acquisition and practical work in the laboratory, General Medicine, Physiology, Education |
| title | Students integrate knowledge acquisition and practical work in the laboratory |
| title_full | Students integrate knowledge acquisition and practical work in the laboratory |
| title_fullStr | Students integrate knowledge acquisition and practical work in the laboratory |
| title_full_unstemmed | Students integrate knowledge acquisition and practical work in the laboratory |
| title_short | Students integrate knowledge acquisition and practical work in the laboratory |
| title_sort | students integrate knowledge acquisition and practical work in the laboratory |
| title_unstemmed | Students integrate knowledge acquisition and practical work in the laboratory |
| topic | General Medicine, Physiology, Education |
| url | http://dx.doi.org/10.1152/advan.00019.2015 |