Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Steps in the Modeling Process

Steps in the Modeling Process

Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...

Observational Learning

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...

Cognitive Learning

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

Introduction to Learning

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...

Associative Learning

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...

Purposive Learning

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Association Between <i>ACE</i> (I/D) Polymorphism and Essential Hypertension (EH): An Updated Systematic Review and Meta-Analysis.

International journal of environmental research and public health·2026

Same author

The Role of <i>COL1A1</i>, <i>COL5A1</i>, <i>ACTN3</i>, <i>MMP3</i>, and <i>GDF5</i> Gene Variants in Common Sports Injuries: Systematic Review of ACL Rupture, Achilles Tendinopathy, and Stress Fractures.

Genes·2026

Same author

The protective effect of endurance running against the pro-invasive effects of ageing in breast cancer cells and mesenchymal stem cells <i>in vitro</i>.

In vitro models·2025

Same author

Erratum: Publisher Correction: The protective effect of endurance running against the pro-invasive effects of ageing in breast cancer cells and mesenchymal stem cells in vitro.

In vitro models·2025

Same author

Role of the <i>ACE</i> I/D Polymorphism in Selected Public Health-Associated Sporting Modalities: An Updated Systematic Review and Meta-Analysis.

International journal of environmental research and public health·2024

Same author

The Genetic Profile of Combat Sport Athletes: A Systematic Review of Physiological, Psychological and Injury Risk Determinants.

International journal of environmental research and public health·2024

Search research articles

Related Experiment Video

Updated: Feb 28, 2026

In Vivo Optical Calcium Imaging of Learning-Induced Synaptic Plasticity in Drosophila melanogaster

In Vivo Optical Calcium Imaging of Learning-Induced Synaptic Plasticity in Drosophila melanogaster

Published on: October 8, 2019

Cartooning in Biological Learning.

Soukaina Bahsoun¹, Mhairi Morris¹, Elizabeth Akam¹

¹School of Sport Exercise and Health Sciences, Loughborough University, Loughborough, UK.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology

|February 25, 2026

Summary

Concept cartoons enhance bioscience education by facilitating active learning. This method significantly improved student engagement, learning, and understanding of complex biological topics.

More Related Videos

Modeling Biological Membranes with Circuit Boards and Measuring Electrical Signals in Axons: Student Laboratory Exercises

Modeling Biological Membranes with Circuit Boards and Measuring Electrical Signals in Axons: Student Laboratory Exercises

Published on: January 18, 2011

Appetitive Associative Olfactory Learning in Drosophila Larvae

Appetitive Associative Olfactory Learning in Drosophila Larvae

Published on: February 18, 2013

Related Experiment Videos

Last Updated: Feb 28, 2026

In Vivo Optical Calcium Imaging of Learning-Induced Synaptic Plasticity in Drosophila melanogaster

In Vivo Optical Calcium Imaging of Learning-Induced Synaptic Plasticity in Drosophila melanogaster

Published on: October 8, 2019

Modeling Biological Membranes with Circuit Boards and Measuring Electrical Signals in Axons: Student Laboratory Exercises

Modeling Biological Membranes with Circuit Boards and Measuring Electrical Signals in Axons: Student Laboratory Exercises

Published on: January 18, 2011

Appetitive Associative Olfactory Learning in Drosophila Larvae

Appetitive Associative Olfactory Learning in Drosophila Larvae

Published on: February 18, 2013

Area of Science:

Bioscience Education
Undergraduate Biology
Active Learning Strategies

Background:

Teaching complex and abstract bioscience concepts presents a significant pedagogical challenge.
Constructivism posits that learners build knowledge through interaction and reflection.
Concept cartoons offer a visual, engaging method to aid understanding of abstract topics.

Purpose of the Study:

To evaluate the effectiveness of using self-generated concept cartoons in undergraduate biology modules.
To assess the impact of cartooning on student learning, engagement, and understanding of genetics, cell signaling, and cancer.
To compare learning outcomes between cartooning activities and traditional Q&A formats.

Main Methods:

Undergraduate students in three biology modules created cartoons illustrating biological processes.
Seventy-nine students participated in teams of 2-6 members.
Student performance was evaluated using multiple-choice quizzes and surveys, with comparisons made between cartooned and non-cartooned subtopics.

Main Results:

A statistically significant difference in performance was observed between cartooned and non-cartooned subtopics.
High average scores were reported for student engagement (4.8), learning (4.5), and understanding (4.2).
Sixty-eight percent of students preferred the cartooning activity over traditional Q&A methods, citing improved understanding and teamwork.

Conclusions:

Self-generated concept cartoons are an effective tool for making abstract bioscience topics more approachable.
Cartooning activities promote active learning, enhance student engagement, and foster collaborative skills.
This pedagogical approach offers a valuable alternative to traditional teaching methods in bioscience education.