Literaturnachweis - Detailanzeige
| Autor/inn/en | Halpin, Patricia A.; Gopalan, Chaya |
|---|---|
| Titel | Using Dramatizations to Teach Cell Signaling Enhances Learning and Improves Students' Confidence in the Concept |
| Quelle | In: Advances in Physiology Education, 45 (2021) 1, S.89-94 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Halpin, Patricia A.) ORCID (Gopalan, Chaya) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1043-4046 |
| Schlagwörter | Undergraduate Students; Science Instruction; Teaching Methods; Physiology; Cytology; Flipped Classroom; Drama; Animals; Instructional Improvement; Scores; Science Achievement; Active Learning |
| Abstract | Certain physiology concepts can be difficult for students to understand, and new strategies need to be implemented to teach these concepts. Cell signaling is a core concept in physiology and is presented to undergraduate students starting with their first-year Principles of Biology course. Flipped teaching (FT) combined with dramatizations were used to teach steroid hormone and protein hormone cell signaling in an Animal Physiology course. Student knowledge level improved, as demonstrated by posttest scores compared to pretest scores. Their confidence level in the material improved after the dramatization activities were completed. In conclusion, the combination of FT with dramatizations enhances student learning and confidence level. (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 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
