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A processual view on the use of problem-based learning in high school physiology teaching
Luis Antonio de Pinho1, Luiz Anastácio Alves2, Michele Waltz Comarú3
1Laboratório de Pesquisa em Ensino, Instituto Federal do Acre, Rio Branco, Acre, Brasil.
Advances in Physiology Education
|September 16, 2021
Summary
Problem-based learning (PBL) enhances student understanding of physiology. Implementing PBL effectively requires refining the tutorial cycle, especially for new learners, to improve group dynamics and learning outcomes.
Area of Science:
- Medical Education
- Physiology Education
Background:
- Problem-based learning (PBL) is a pedagogical approach emphasizing constructive, self-directed, collaborative, and contextual learning.
- The PBL tutorial cycle's structure is critical for effective student engagement and knowledge acquisition.
Purpose of the Study:
- To conduct a procedural study of the PBL tutorial cycle with high school students new to PBL.
- To observe group dynamics and the learning process during a PBL cycle focused on human respiration and circulation physiology.
Main Methods:
- Qualitative analysis of group dynamics and the student learning process within a PBL tutorial cycle.
- Observation of high school students' engagement with human respiration and circulation physiology using PBL.
Main Results:
- Student conceptual changes aligned with planned learning objectives.
- Students reported enjoyment and positive experiences with PBL.
- A positive correlation was found between group dynamics, self-directed learning, and learning outcomes.
Conclusions:
- The PBL tutorial cycle can be restructured to better support novice learners, focusing on problem reformulation and learning scaffolds.
- Qualitative analysis deepens understanding of the PBL cycle, aiding implementation in institutions with varying levels of PBL experience.
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