Krontiris-Litowitz Johanna
Department of Biological Sciences, Youngstown State University, Youngstown, Ohio 44555, USA.
Adv Physiol Educ. 2003 Dec;27(1-4):109-19. doi: 10.1152/advan.00042.2002.
Educational research has demonstrated that the use of concrete objects or manipulatives in the classroom enhances problem-solving skills and conceptual learning. This project examines the use of manipulatives in a neurophysiology curriculum and assesses their effectiveness on student comprehension. Three activities, building an ion channel, building a nerve cell, and passive membrane properties, were developed using modeling clay and beads as manipulatives. Their effect on learning was assessed in a neurobiology class that had been divided into an experimental group that worked with manipulative-based activities and a control group that did not. After the experimental group had completed the manipulative activity, both groups were given a quiz. Students who had used manipulatives scored significantly better than those who had not. In a second study, students were given a quiz before and after completing a manipulative activity. Students who had used manipulatives showed the greatest grade improvement. These studies suggest that manipulative activities can be used to enhance learning in the neurophysiology curriculum.
教育研究表明，在课堂上使用具体实物或教具能提高解决问题的能力和概念学习效果。本项目研究了在神经生理学课程中使用教具的情况，并评估了它们对学生理解的有效性。利用橡皮泥和珠子作为教具开展了三项活动，即构建离子通道、构建神经细胞以及被动膜特性。在一个神经生物学班级中评估了它们对学习的影响，该班级被分为一个参与基于教具活动的实验组和一个未参与的对照组。实验组完成教具活动后，两组都进行了测验。使用教具的学生得分显著高于未使用的学生。在第二项研究中，学生在完成一项教具活动前后进行了测验。使用教具的学生成绩提高幅度最大。这些研究表明，教具活动可用于增强神经生理学课程中的学习效果。
