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Hands on Physiology Activity Improves Learning of Special Senses
Author(s) -
Carvalho Helena,
Collins Kristy M.
Publication year - 2012
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.26.1_supplement.518.12
Subject(s) - kinesthetic learning , psychology , medical school , medical education , variety (cybernetics) , mathematics education , medicine , computer science , artificial intelligence
Variety of methodologies have been employed to teach the sciences with different levels of success since students have different learning styles such as auditory, visual and Kinesthetic. Kids’ Tech University is an annual event at Virginia Tech University where middle school students attend a series of lectures in sciences and also actively participate in a hands‐on activity. This study evaluates the efficacy and improvement of understanding of physiology when the passive lecture is followed by a related practical activity. 250 students took a survey before and after a lecture on physiology of special senses. The same survey was offered to the students that participated in a practical exercise where they experienced the special senses with guidance from medical students from Virginia Tech Carilion School of Medicine and students from Jefferson College physician assistant program. The basic knowledge about the special senses was observed in 75% students before the lecture. Only 23% of students could respond the question about similarities between the special senses. 38% correctly responded to how the signal reached the brain. After the lecture the proportion of correct answer increased significantly (p<0.001) to 84%, 63% and 60% respectively, but a misconception regarding how the signal reached the brain increased (6% before to 16% after the lecture). After participating in the hands‐on activity the number of correct responses increased significantly (p<0.001) and the misconception was reduced (5%). In conclusion the lecture deepened the students understanding about the special senses but the hands‐on activity was more efficient to correct misconceptions. To better teach for a life longing learning and to prevent misconception it is necessary to apply interactive methodologies that reach a large number of students learning styles.