A New Approach for Laboratory Exercise of Pathophysiology in China Based on Student-Centered Learning

Autor/inn/en	Chen, Jian; Zhou, Junhai; Sun, Li; Wu, Qiuhui; Lu, Huiling; Tian, Jing
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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