ERIC Number: EJ886312
Record Type: Journal
Publication Date: 2010-Jun
Abstractor: As Provided
Reference Count: 0
Explicit Constructivism: A Missing Link in Ineffective Lectures?
Prakash, E. S.
Advances in Physiology Education, v34 n2 p93-96 Jun 2010
This study tested the possibility that interactive lectures explicitly based on activating learners' prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my university was randomized to two groups to receive one of two types of lectures, "typical" lectures (n = 28, 18 women and 10 men) or "constructivist" lectures (n = 26, 19 women and 7 men), on the same topic: the regulation of respiration. Student pretest scores in the two groups were comparable (P greater than 0.1). Students that received the constructivist lectures did much better in the posttest conducted immediately after the lectures (6.8 [plus or minus] 3.4 for constructivist lectures vs. 4.2 [plus or minus] 2.3 for typical lectures, means [plus or minus] SD, P = 0.004). Although both types of lectures were well received, students that received the constructivist lectures appeared to have been more satisfied with their learning experience. However, on a posttest conducted 4 mo later, scores obtained by students in the two groups were not any different (6.9 [plus or minus] 3 for constructivist lectures vs. 6.9 [plus or minus] 3.7 for typical lectures, P = 0.94). This study adds to the increasing body of evidence that there is a case for the use of interactive lectures that make the construction of knowledge and understanding explicit, easy, and enjoyable to learners.
Descriptors: Physiology, Constructivism (Learning), Lecture Method, Undergraduate Students, Prior Learning, Student Attitudes, Pretests Posttests, Active Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A