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Related Experiment Videos

Enhancing active learning in the student laboratory.

Harold I Modell1, Joel A Michael, Tom Adamson

  • 1Physiology Educational Research Consortium, Seattle, WA 98115, USA. modell@physiologyeducation.org

Advances in Physiology Education
|August 21, 2004
PubMed
Summary
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Instructor intervention in physiology labs significantly improves students' ability to correct faulty mental models. This approach, involving verbal prediction and results review, is more effective than written protocols or prediction/wrap-up sessions alone.

Area of Science:

  • Physiology education
  • Respiratory physiology
  • Student learning

Background:

  • Previous research explored how laboratory teaching methods affect students' mental models of respiratory physiology.
  • This study builds upon prior work by investigating specific instructional interventions.

Purpose of the Study:

  • To compare the effectiveness of different laboratory instructional approaches on students' ability to repair faulty mental models.
  • To identify optimal strategies for enhancing student understanding in physiology labs.

Main Methods:

  • Three groups of students participated: "predictor without verification," "predictor with verification," and "instructor intervention."
  • The "instructor intervention" group involved verbal predictions and immediate post-experiment result reviews with an instructor.

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  • A "predict and wrap-up" protocol was also assessed.

    • Main Results:

    • The "instructor intervention" protocol showed higher success rates in correcting students' mental models compared to written protocols alone.
    • Both "predictor with verification" and "predictor without verification" yielded similar, less effective results.
    • The "predict and wrap-up" protocol was more effective than "predictor without verification" but less effective than "instructor intervention."

    Conclusions:

    • Direct instructor involvement (verbal prediction and result review) is a key factor in improving students' mental models in physiology labs.
    • A mismatch between student learning approaches and intended learning outcomes may hinder effective learning in laboratory settings.