Lego Serious Play: Building Engagement with Cell Biology

Autor/in	Garden, Claire Louise Palmer
Titel	Lego Serious Play: Building Engagement with Cell Biology
Quelle	In: Biochemistry and Molecular Biology Education, 50 (2022) 2, S.216-228 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garden, Claire Louise Palmer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21608
Schlagwörter	Toys; Play; Learner Engagement; Cytology; Learning Experience; College Freshmen; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Toy; Spielzeug; Spiel; Zytologie; Lernerfahrung; Studienanfänger; Ausland
Abstract	A Lego Serious Play (LSP) - based exercise was developed to support student engagement with learning consolidation at the end of a first-year undergraduate cell biology course. The exercise was offered in addition to a regular revision session in preparation for the summative exam. Students were studying four-year BSc (Hons) degrees in: Animal Biology, Environmental Biology, Marine and Freshwater Biology, Biological Sciences, Biomedical Sciences, Microbiology & Biotechnology in Scotland, UK. Although many students studied Human Biology at High School, in-depth cell biology was studied for the first time by the majority of students during this course. The LSP process was adapted for use in the classroom. Core concepts were identified from the twelve-week cell biology course as the basis for LSP build challenges and incorporated into LSP build -- share -- reflect cycles by students individually and then joined together by the group to explore the interconnected nature of cell biology processes. Student and lecturer evaluations were thematically analyzed to explore the impact of the technique on student engagement. Results indicate that the method supports student cognitive and affective engagement who report improved and understanding of the topic, and enjoyment and interest. In addition, behavioral engagement such as learner interaction, independence, and empowerment were revealed by the lecturer interview. Identified barriers to the adoption of LSP include perceived issues around creativity, play and exploration and scientific identity, together with a lack of evidence of efficacy. This study seeks to remedy that gap. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01