Literaturnachweis - Detailanzeige
Autor/inn/en | Chen, Jian; Zhou, Junhai; Sun, Li; Wu, Qiuhui; Lu, Huiling; Tian, Jing |
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Titel | A New Approach for Laboratory Exercise of Pathophysiology in China Based on Student-Centered Learning |
Quelle | In: Advances in Physiology Education, 39 (2015) 2, S.116-119 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1043-4046 |
DOI | 10.1152/advan.00143.2014 |
Schlagwörter | Laboratory Experiments; Student Centered Curriculum; Physiology; Active Learning; Critical Thinking; Teaching Methods; Curriculum Implementation; Learning Strategies; Undergraduate Students; Instructional Effectiveness; Instructional Innovation; Likert Scales; Student Surveys; Academic Achievement; Science Activities; Foreign Countries; Statistical Analysis; China Laboratory work; Laborarbeit; Physiologie; Aktives Lernen; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Likert-Skala; Schülerbefragung; Schulleistung; Ausland; Statistische Analyse |
Abstract | Student-centered learning is generally defined as any instructional method that purportedly engages students in active learning and critical thinking. The student-centered method of teaching moves the focus from teaching to learning, from the teachers' conveying course concepts via lecture to the understanding of concepts by students. The student-centered method has been used extensively in lecture courses in China; however, there is little evidence of its use in laboratory courses. The purpose of the present study was to describe the implementation of a student-centered method in a pathophysiology laboratory course. The use of student-centered learning strategies in an undergraduate laboratory course was well received by both students and teachers. Here, students had to take on responsibility for their own learning and, thus, became more accountable. Moreover, they reported increased active learning, skill development, information collection, and retention. In addition, mean scores for the quiz were significantly higher in the student-centered method compared with the traditional teaching method. The shift from teacher-centered delivery to a student-centered model led to a positive change, in which the learners drove the process and were guided, not directed, by the teacher. (As Provided). |
Anmerkungen | American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |