Applying Neuroscience Concepts to Enhance Learning in an Online Project-Based Learning Centered Course

Autor/inn/en	Arantes do Amaral, João Alberto; Fregni, Felipe
Titel	Applying Neuroscience Concepts to Enhance Learning in an Online Project-Based Learning Centered Course
Quelle	In: Journal of Problem Based Learning in Higher Education, 9 (2021) 2, S.142-159 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Case Studies; Neurosciences; Teaching Methods; Student Projects; Active Learning; Learning Experience; Graduate Students; Flipped Classroom; Schools of Education; Student Attitudes; Educational Improvement; Learning Processes; Computer Mediated Communication; Humor; Cartoons; Theory Practice Relationship; Meetings; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Neuroscience; Neurowissenschaften; Neurowissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Aktives Lernen; Lernerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Flipped classrooms; Flip teaching; Inverted teaching; Erziehungswissenschaftliche Fakultät; Schülerverhalten; Teaching improvement; Unterrichtsentwicklung; Learning process; Lernprozess; Computerkonferenz; Humoristische Darstellung; Zeichentrickfilm; Theorie-Praxis-Beziehung; Meeting; Tagung; Ausland; Brasilien
Abstract	This case study presents our findings regarding a Project-Based Learning Course, where we applied neuroscience concepts to make the learning experience more effective. The course, which followed a combination of project-based learning and flipped classroom approaches, was delivered during the first semester of 2020, to 20 graduate students of the Faculty of Education of the University of Sao Paulo, Brazil. We explain the course design, curriculum, and online components. We collected data from course questionnaires and analyzed them qualitatively. We found that the course fostered long-lasting learning, by allowing the students to connect theory and practice, by providing knowledge-sharing opportunities and by promoting the retrieval of the content learned. We also found that course design allowed continuous improvement of course, learning environment and activities, that also enhanced the learning experience. Our findings also suggested that the usage of flipped-classroom concepts improves the efficacy of the online meetings. Finally, comic strips' usage brought humor to class, helped the students fix content, and contributed to reducing the stress that the students were facing. (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	2024/1/01