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首页> 外文期刊>Advances in physiology education >Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students
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Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students

机译：中介的学习经验和概念图：在医学生理学学生中实现有意义学习的教学工具

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Gonzalez HL, Palencia AP, Umana LA, Galindo L, Villafrade M LA. Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students. Adv Physiol Educ 32: 312-316, 2008; doi: 10.1152/advan.00021.2007. - Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience on meaningful learning during the cardiovascular module of a medical physiology course at Universidad Autonoma de Bucaramanga. This research was based on the ideas of David Ausubel (meaningful learning), Joseph Novak (concept maps), and Reuven Feuerstein (mediated learning experience). Students were randomly allocated to either an intervention group (mediated learning experience articulated with concept mapping) or a control group (traditional methodology). The intervention group constructed concept maps related to cardiovascular physiology and used them to solve problems related to this subject. The control group attended traditional discussion sessions and problem-solving sessions. All students were evaluated with two types of exams: problem-solving and multiple-choice exams. The intervention group performed significantly better on the problem-solving exams, but the difference was not significant in the multiple-choice exam. It was concluded that intervention promoted meaningful learning that allowed the students to transfer this knowledge to solve problems. The implemented strategy had a greater impact on the students who came into the study with the lowest cognitive competence, possibly because they were empowered by the intervention.
机译：Gonzalez HL，Palencia AP，Umana LA，Galindo L，Villafrade M LA。中介学习经验和概念图：在医学生理学学生中实现有意义学习的教学工具。 Adv Physiol Educ 32：312-316，2008; doi：10.1152 / advan.00021.2007。 -尽管对人体生理的理解在临床环境中至关重要，但学生经常使用死记硬背来学习该学科的一部分，然后无法将知识转移到其他环境或解决临床问题。这项研究评估在布卡拉曼加大学医学生理学课程的心血管模块中，通过介导的学习经验阐明概念图策略对有意义学习的影响。这项研究基于David Ausubel（有意义的学习），Joseph Novak（概念图）和Reuven Feuerstein（中介学习经验）的思想。将学生随机分配到干预组（通过概念图表达的中介学习经验）或对照组（传统方法）。干预小组构建了与心血管生理相关的概念图，并用它们来解决与该主题有关的问题。对照组参加了传统的讨论会议和解决问题的会议。所有学生都接受了两种类型的考试评估：解决问题的考试和多项选择的考试。干预组在解决问题的考试中表现明显更好，但在多项选择考试中差异不显着。得出的结论是，干预促进了有意义的学习，使学生能够转移知识来解决问题。实施的策略对以最低的认知能力参加研究的学生产生了更大的影响，这可能是因为他们通过干预获得了能力。

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