Artikel
| DOI |
10.7336/academicus.2013.07.14 |
| URL |
https://academicus.edu.al/?subpage=volumes&nr=7 |
| Multiple Resolution: |
| MR URL |
https://academicus.edu.al |
| MR URL |
https://academicus.edu.al/nr7/Academicus-MMXIII-7-149-156.html |
| MR URL |
https://academicus.edu.al/nr7/Academicus-MMXIII-7-149-156.pdf |
| MR URL |
mailto:info@academicus.edu.al |
| MR URL |
https://academicus.edu.al/images/front_end/academicus.jpg |
| MR URL |
https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| NUTZUNGSRECHTE: |
|
OA – Open Access |
| OA-Lizenz |
https://creativecommons.org/licenses/by-nc-nd/4.0/ |
Vollständiger Titel
Englisch
(eng)
|
Academicus International Scientific Journal |
| Verlag (01) |
Academicus International Scientific Journal |
| Erscheinungsland |
Albanien
(AL)
|
|
ISSN
|
20793715 |
| Produktform |
Gedruckte Zeitschrift
(JB)
|
|
ISSN
|
23091088 |
| Produktform |
Online-Zeitschrift
(JD)
|
| Nummer des Bandes |
7 |
| Erscheinungsdatum der Ausgabe (YYYY/MM) |
2013 / 01 |
|
Daten Fortsetzungsartikel
|
Titel
Englisch
(eng)
|
When the biology, pedagogy and teaching standards come together |
| Number of Pages |
8 |
| Erste Seite |
149 |
| Letzte Seite |
156 |
| Sprache des Textes |
Englisch
(eng)
|
| Erscheinungsdatum (YYYY/MM) |
2013 / 01 |
| Copyright |
2013, Academicus |
Abstract
Abstract/Hauptbeschreibung
(01)
|
Every day, scientific knowledge is growing exponentially and either researcher, nor students have the ability to keep up with
literature. On the other hand, new generations of students have different views of information access from that of their older
professors and no longer need to depend on professors to obtain information. However, sometimes they are unable to relate
this new information to existing knowledge or to transfer it to solve novel problems. It is a challenge for medical educators
to search for new pedagogical models that promote in their students the development of strong cognitive processes that allow
them to select, integrate, and transfer the new learning and, therefore, to reach meaningful learning. Meaningful learning
occurs when the learner interprets, relates, and incorporates new information with existing knowledge and applies the new
information to solve novel problems. Meaningful learning, then, involves building multiple representations (mental models)
of knowledge. In medicine, meaningful learning implies that knowledge acquired by the students makes sense in their future
medical practice and allows them to solve different problems In biology, meaningful learning means that the students are able
to apply what they know about biology to novel situations, they are able to predict and explain the responses of a biological
system if it is disturbed and sometimes to solve quantitative problems (calculate something). This is easier in the clinical
setting than during basic science instruction. During the latter, students receive a great amount of information, some of
which does not have direct medical application. Thus, many students in the first semester use rote memorization to acquire
a large amount of information that they will forget after the exams. In this study, we addressed the following research question:
does the concept mapping methodology, articulated with the mediated learning experience, increase meaningful learning in students
attending to the cardiovascular module of a biology course?
|
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