Using manipulatives to improve learning in the undergraduate neurophysiology curriculum.
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.
Krontiris-Litowitz
Johanna
J
Department of Biological Sciences, Youngstown State University, Youngstown, Ohio 44555, USA. jkrontirislitowitz@ysu.edu
D003479:Curriculum; D006801:Humans; D007473:Ion Channels / Q000378:metabolism; D007858:Learning; D008566:Membranes / Q000502:physiology; D009474:Neurons / Q000502:physiology; D009482:Neurophysiology / Q000193:education*; D018794:Problem-Based Learning; D013334:Students; D013664:Teaching Materials / Q000592:standards; D014495:Universities
D007473:Ion Channels