Literaturnachweis - Detailanzeige
| Autor/in | Terson de Paleville, Daniela G. L. |
|---|---|
| Titel | Active Learning Assignment: Legos and Coins to Explain Glucose Metabolism |
| Quelle | In: Advances in Physiology Education, 46 (2022) 1, S.200-205 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Terson de Paleville, Daniela G. L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1043-4046 |
| Schlagwörter | Active Learning; Assignments; Toys; Physiology; College Seniors; Manipulative Materials; Video Technology; Cooperative Learning |
| Abstract | This article describes an assignment used in an undergraduate Advanced Exercise Physiology course for seniors. Students' backgrounds in chemistry varied from adequate to almost nonexistent. This presented several challenges for teaching and students' understanding of aerobic oxidation of a glucose molecule. This article presents an assignment for an active-learning team-based approach in the classroom and the adapted version for virtual learning. Students in active, team-based learning were asked to create a short video of glucose oxidation using Lego bricks, coins, or other toys to represent the glucose molecule, the by-products, and the enzymes involved in each pathway. During virtual learning, the assignment was modified to create a video independently in both synchronous and asynchronous course sections. Based on students' responses to an instructor-developed survey on their perceptions of the assignment, 71% reported that the assignment was helpful to understand glucose metabolism. (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: https://www.physiology.org/journal/advances |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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