Validation of clay modeling as a learning tool for the periventricular structures of the human brain          下载免费PDF全文

Veronica Akle  Ricardo A. Peña‐Silva  Diego M. Valencia  Carlos W. Rincón‐Perez 《Anatomical sciences education》2018,11(2):137-145

Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D‐model from oil‐based modeling clay affects learners’ understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer‐based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper‐based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students’ perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self‐perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137–145. © 2017 American Association of Anatomists.  相似文献   

Reading Comprehension and Predictability Effects on Sentence Processing: An Event‐Related Potential Study     

ngel Javier Tabullo  Diego Shalom  Yamila Sevilla  Carolina Andrea Gattei  Luis París  Alejandro Wainselboim 《Mind, Brain, and Education》2020,14(1):32-50

Electrophysiology studies have identified two event‐related potentials that are modulated by predictive processes during language comprehension: the N400 and a frontal positivity. The N400 is smaller when words are presented within highly restrictive sentences, indicating reduced lexical retrieval costs. Violations of strong predictions generate larger frontal positivities, possibly reflecting inhibitory processes. More skilled comprehenders may exhibit enhanced predictive processing, but this possibility has seldom been investigated with event‐related potentials (ERPs). We analyzed the association between predictability ERP modulations and reading comprehension abilities. Twenty‐four undergraduate students were exposed to strongly and weakly constraining sentences, ending with an expected or unexpected final word. Their comprehension skills were assessed with a cloze task. Better comprehenders showed smaller N400s for expected words, and larger posterior positivities for unexpected endings, in strongly constraining contexts. These effects correlated with reading comprehension scores. The results suggest that better comprehenders take more advantage of predictions to reduce retrieval costs, and allocate more resources to postlexical integration processes.  相似文献   

Early Histories of School‐Aged Children With Attention‐Deficit/ Hyperactivity Disorder     

Irene M. Loe  Maria D. Balestrino  Randall A. Phelps  Marcia Kurs‐Lasky  Diego Chaves‐Gnecco  Jack L. Paradise  Heidi M. Feldman 《Child development》2008,79(6):1853-1868

In a prospective study of developmental outcomes in relation to early‐life otitis media, behavioral, cognitive, and language measures were administered to a large, diverse sample of children at 2, 3, 4, 6, and 9–11 years of age (N = 741). At 9–11 years of age, 9% of the children were categorized as having attention‐deficit/hyperactivity disorder (ADHD) based on parent report. Compared to the non‐ADHD group, the ADHD group had higher (i.e., less favorable) scores on parent and teacher versions of the Child Behavior Checklist at all ages. Children in the ADHD group also had lower scores on cognitive and receptive language measures in preschool. The findings support the concept that ADHD is a cognitive as well as a behavioral disorder.  相似文献   

NASA-TLX for predictability and measurability of instructional design models: case study in design methods     

Nikulin  Christopher  Lopez  Gabriela  Piñonez  Eduardo  Gonzalez  Luis  Zapata  Pia 《Educational technology research and development : ETR & D》2019,67(2):467-493

Educational technology research and development - Innovation projects has established as an emerging field of research, a number of issues have emerged; among the others, measurability and...  相似文献   

A shorter set reduces the loss of cardiac autonomic and baroreflex control after resistance exercise     

Xián Mayo  Eduardo Carballeira-Fernández  Miguel Fernández-Del-Olmo 《European Journal of Sport Science》2016,16(8):996-1004

Set configuration may affect the recovery pattern of cardiac vagal autonomic and reflex modulation after a resistance exercise, since it is closely associated with intensity and volume and determines the metabolic involvement of the session. We tested the hypothesis that longer set configurations have a higher impact on cardiac autonomic control and baroreflex sensitivity compared with shorter set configurations. We studied the effects of three set configurations with the same components of work on the cardiac autonomic control and baroreflex sensitivity. Seventeen subjects performed one control session and three experimental sessions of a leg-press exercise with the same volume (40 repetitions), resting time (720?s) and intensity (10RM load): (a) 5 sets of 8 repetitions with 3?min of rest between sets (8S), (b) 10 sets of 4 repetitions with 80?s of rest between sets (4S) and (c) 40 sets of 1 repetition with 18.5?s of rest between each repetition (1S). Longer set configurations (8S and 4S) induced greater reductions of the vagal cardiac autonomic control and baroreflex sensitivity (p?≤?.001) compared with a shorter set configuration (1S). Also, 1S had non-significant reductions versus the control session (p?>?.05). These findings suggest that a shorter set configuration can reduce the impact of resistance exercise on the post-exercise cardiac vagal autonomic control and baroreflex sensitivity.  相似文献   

Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom     

David González-Gómez  Jin Su Jeong  Diego Airado Rodríguez  Florentina Cañada-Cañada 《Journal of Science Education and Technology》2016,25(3):450-459

“Flipped classroom” teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students’ performance and perception of this new methodology. This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the “flipped classroom” methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students’ achievements and a post-task survey was also conducted to know the students’ perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.  相似文献   

A model of the role of error detection and self-regulation in academic performance     

Ángela Zamora  José Manuel Súarez  Diego Ardura 《The Journal of educational research》2018,111(5):595-602

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Textbooks of doubt: using systemic functional analysis to explore the framing of climate change in middle-school science textbooks     

Diego Román  K.C. Busch 《Environmental Education Research》2016,22(8):1158-1180

Middle school students are learning about climate change in large part through textbooks used in their classes. Therefore, it is crucial to understand how the language employed in these materials frames this topic. To this end, we used systemic functional analysis to study the language of the chapters related to climate change in four sixth grade science textbooks adopted in the state of California. The linguistic variables investigated were: types of nominal groups; processes; circumstances; and the modality system. Our findings showed that these textbooks framed climate change as uncertain in the scientific community – both about whether it is occurring as well as about its human-causation. The implications for science education are discussed in relation to how the current political and public discourses of climate change, rather than the scientific discourse, is influencing how textbooks discuss this topic.  相似文献   

Development of Manager‐Academics at Institutions of Higher Education in Catalonia     

Diego Castro  Marina Tomàs 《Higher Education Quarterly》2011,65(3):290-307

Managers at Spanish universities are having to deal with increasingly complex managerial tasks as a result of current changes in higher education. This paper presents the results of a study into the professional development of deans and department heads at universities in Catalonia. At management level, these universities are typically based on an elected, rotating model rather than an appointed or permanent one. The findings from 23 qualitative interviews and a focus group identified three phases in the development of academic management: learning and contextualization, development of functions, and the institutional projection and transmission of management tasks.  相似文献   

Digital approaches to researching learners’ computer interactions using gazes, actions, utterances and sketches     

Jonathan P. San Diego  James C. Aczel  Barbara K. Hodgson  Eileen Scanlon 《Educational technology research and development : ETR & D》2012,60(5):859-881

When learners use computers, they typically look at the screen, type, use the mouse, talk, write, sketch and make gestures. This paper identifies technical, practical, ethical and methodological challenges associated with traditional methods for studying such interactions. It examines the potential of recent technologies for identifying learners?? attention, recording real-time writing and sketching, and analyzing multiple data feeds in an integrated way. A study of learners?? interactions with multiple representations is used to illustrate the advantages and disadvantages of digital approaches to collecting, coordinating and analyzing observational data. The paper argues that there is a need for research into frameworks for analyzing digital data of learners?? computer interactions in systematic and principled ways.  相似文献