A Case Study of Using Mobile Applications and Peripherals to Encourage "Real-Life" Critical Analysis in Human Physiology

Autor/inn/en	Peart, Daniel J.; Fairhead, Orrin J.; Stamp, Keyleigh A.
Titel	A Case Study of Using Mobile Applications and Peripherals to Encourage "Real-Life" Critical Analysis in Human Physiology
Quelle	In: Journal of Problem Based Learning in Higher Education, 6 (2018) 2, S.128-135 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Case Studies; Physiology; Teaching Methods; Problem Based Learning; Telecommunications; Handheld Devices; Quality Assurance; Comparative Analysis; Computer Software; Metabolism; Benchmarking; Foreign Countries; Student Attitudes; Outcomes of Education; Science Instruction; Undergraduate Students; Formative Evaluation; United Kingdom + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Telekommunikationstechnik; Qualitätssicherung; Stoffwechsel; Ausland; Schülerverhalten; Lernleistung; Schulerfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Großbritannien
Abstract	This paper shares a practice of encouraging critical analysis in science students by comparing mobile applications and peripherals to traditional tools to record physiological variables such as heart rate and blood pressure. A progressive series of case studies is described with learning outcomes mapped to the benchmark statement for Bioscience from the United Kingdom's Quality Assurance Agency. A student reflection and staff commentary of the practice is also offered. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01