THE USE OF EDUCATIONAL GAMES TO EXPLAIN COMPLEX CONCEPTS RELATED TO HUMAN PHYSIOLOGY

Detalhes bibliográficos
Autor(a) principal: Neves, Ben-Hur Souto
Data de Publicação: 2019
Outros Autores: Machado, Rui Seabra, Soare, Caroline Bitencourt, Mello-Carpes, Pâmela Billig
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista de Ensino de Bioquímica
Texto Completo: http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/869
Resumo: Different strategies have been proposed to improve the teaching-learning process in different fields. One option to optimize learning, increasing students’ involvement and providing group discussions, is the use of educational games (EG). In this study, we evaluated the students’ perceptions about the use of EG as a tool to facilitate the understanding of key concepts related to Human Physiology (HP). Educational games addressing the bioelectric membrane potential and the cardiac cycle were used to complement theoretical classes. After the games’ use, the students were invited to evaluate their use. We verified that students consider that EG are interesting tools to improve HP teaching and that they contribute to the understanding of the content worked in the classroom.
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spelling THE USE OF EDUCATIONAL GAMES TO EXPLAIN COMPLEX CONCEPTS RELATED TO HUMAN PHYSIOLOGYUSO DE JOGOS EDUCADIONAIS PARA EXPLICAR CONCEITOS COMPLEXOS RELACIONADOS À FISIOLOGIA HUMANAGamesTeaching-learning process; Active teaching methods; Educational games.Processo ensino-aprendizagem; Metodologias ativas; Jogos educacionais.Different strategies have been proposed to improve the teaching-learning process in different fields. One option to optimize learning, increasing students’ involvement and providing group discussions, is the use of educational games (EG). In this study, we evaluated the students’ perceptions about the use of EG as a tool to facilitate the understanding of key concepts related to Human Physiology (HP). Educational games addressing the bioelectric membrane potential and the cardiac cycle were used to complement theoretical classes. After the games’ use, the students were invited to evaluate their use. We verified that students consider that EG are interesting tools to improve HP teaching and that they contribute to the understanding of the content worked in the classroom.Diferentes estratégias têm sido propostas para melhorar o processo de ensino-aprendizagem em diferentes compos. Uma opção para otimizar o aprendizado, aumentando o envolvimento dos alunos e proporcionando discussões em grupo, é o uso de jogos educacionais (JE). Neste estudo, nós avaliamos as percepções dos alunos sobre o uso do JE como uma ferramenta para facilitar o entendimento de conceitos-chave relacionados à Fisiologia Humana (FH). Jogos abordando os potenciais bioelétricos da membrana celular e o ciclo cardíaco foram utilizados para complementar as aulas teóricas de Fisiologia. Após o uso dos jogos, os alunos foram convidados a avaliá-los. Verificamos que os alunos consideram o JE ferramentas interessantes para melhorar o ensino da FH e que contribuem para a compreensão do conteúdo trabalhado em sala de aula.Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBqUniversidade Federal do PampaNeves, Ben-Hur SoutoMachado, Rui SeabraSoare, Caroline BitencourtMello-Carpes, Pâmela Billig2019-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/86910.16923/reb.v17i2.869Revista de Ensino de Bioquímica; v. 17, n. 2 (2019): REB (jul-dec); 41-51Revista de Enseñanza de Bioquímica; v. 17, n. 2 (2019): REB (jul-dec); 41-51Journal of Biochemistry Education; v. 17, n. 2 (2019): REB (jul-dec); 41-51Revista de Ensino de Bioquímica; v. 17, n. 2 (2019): REB (jul-dec); 41-512318-8790reponame:Revista de Ensino de Bioquímicainstname:Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)instacron:SBBQMenghttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/869/693/*ref*/Melo Prado H, Hannois Falbo G, Rodrigues Falbo A, Natal Figueirôa J. Active learning on the ward: outcomes from a comparative trial with traditional methods. Medical Education. 2011;45(3):273-9./*ref*/Gal B, Rubio M, Iglesias E, González P. Evaluation of participatory teaching methods in undergraduate medical students’ learning along the first academic courses. PLoS ONE. 2018;13(1):e0190173./*ref*/Alimoglu MK, Yardim S, Uysal H. The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions. Adv Physiol Educ. 2017;41(1):38-43. Epub 2017/02/02./*ref*/Mumtaz S, Latif R. Learning through debate during problem-based learning: an active learning strategy. Adv Physiol Educ. 2017;41(3):390-4. Epub 2017/07/07./*ref*/Marcondes FK, Moura MJCS, Sanches A, Costa R, Lima POd, Groppo FC, et al. A puzzle used to teach the cardiac cycle. Advances in Physiology Education. 2015;39(1):27-31./*ref*/Neves B-HSd, Ferreira I, Machado RS, Mello-Carpes PB. “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teachinglearning. 2018. 2018;16(1):11. Epub 2018-09-21./*ref*/Luchi KC, Montrezor LH, Marcondes FK. Effect of an educational game on university students' learning about action potentials. Adv Physiol Educ. 2017;41(2):222-30. Epub 2017/04/06./*ref*/Machado RS, Mello-Carpes PB. Status of research on physiology education in Brazil. Adv Physiol Educ. 2018;42(4):547-54./*ref*/Neves BH, Menezes J, Souza MA, Mello-Carpes PB. Physical exercise prevents short and long-term deficits on aversive and recognition memory and attenuates brain oxidative damage induced by maternal deprivation. Physiol Behav. 2015;152(Pt A):99-105./*ref*/Sosa PM, Goncalves R, Carpes FP, Mello-Carpes PB. Active memory reactivation previous to the introduction of a new related content improves students' learning. Adv Physiol Educ. 2018;42(1):75-8./*ref*/Machado RS, Oliveira I, Ferreira I, das Neves BS, Mello-Carpes PB. The membrane potential puzzle: a new educational game to use in physiology teaching. Adv Physiol Educ. 2018;42(1):79-83./*ref*/Galey WR. What is the future of problem-based learning in medical education? The American journal of physiology. 1998;275(6 Pt 2):S13-5. Epub 2005/09/15./*ref*/Plomer M, Jessen K, Rangelov G, Meyer M. Teaching physics in a physiologically meaningful manner. Physical Review Special Topics-Physics Education Research. 2010;6(2):020116./*ref*/Scherl A, Dethleffsen K, Meyer M. Interactive knowledge networks for interdisciplinary course navigation within Moodle. Advances in Physiology Education. 2012;36(4):284-97./*ref*/Machado RS, Oliveira I, Ferreira I, Neves B-HSd, Mello-Carpes PB. The membrane potential puzzle: a new educational game to use in physiology teaching. Advances in Physiology Education. 2018;42(1):79-83./*ref*/Luchi KCG, Montrezor LH, Marcondes FK. Effect of an educational game on university students’ learning about action potentials. Advances in Physiology Education. 2017;41(2):222-30./*ref*/Ferdig R, Blank J, Kratcoski A, Clements R. Using stereoscopy to teach complex biological concepts. Advances in Physiology Education. 2015;39(3):205-8./*ref*/Machado RS, Mello-Carpes PB. The use of an open-ended, student-led activity to aid in the learning and understanding of action potential. Adv Physiol Educ. 2018;42(2):324-8./*ref*/Cardozo LT, Miranda AS, Moura MJ, Marcondes FK. Effect of a puzzle on the process of students' learning about cardiac physiology. Adv Physiol Educ. 2016;40(3):425-31.BrazilDireitos autorais 2019 Revista de Ensino de Bioquímicahttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccess2022-03-25T17:24:16Zoai:ojs.bioquimica.org.br:article/869Revistahttp://bioquimica.org.br/revista/ojs/index.php/REBONGhttp://bioquimica.org.br/revista/ojs/index.php/REB/oaicontato@bioquimica.org.br||ensinodebioquimica@gmail.com2318-87901677-2318opendoar:2022-03-25T17:24:16Revista de Ensino de Bioquímica - Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)false
dc.title.none.fl_str_mv THE USE OF EDUCATIONAL GAMES TO EXPLAIN COMPLEX CONCEPTS RELATED TO HUMAN PHYSIOLOGY
USO DE JOGOS EDUCADIONAIS PARA EXPLICAR CONCEITOS COMPLEXOS RELACIONADOS À FISIOLOGIA HUMANA
title THE USE OF EDUCATIONAL GAMES TO EXPLAIN COMPLEX CONCEPTS RELATED TO HUMAN PHYSIOLOGY
spellingShingle THE USE OF EDUCATIONAL GAMES TO EXPLAIN COMPLEX CONCEPTS RELATED TO HUMAN PHYSIOLOGY
Neves, Ben-Hur Souto
Games
Teaching-learning process; Active teaching methods; Educational games.
Processo ensino-aprendizagem; Metodologias ativas; Jogos educacionais.
title_short THE USE OF EDUCATIONAL GAMES TO EXPLAIN COMPLEX CONCEPTS RELATED TO HUMAN PHYSIOLOGY
title_full THE USE OF EDUCATIONAL GAMES TO EXPLAIN COMPLEX CONCEPTS RELATED TO HUMAN PHYSIOLOGY
title_fullStr THE USE OF EDUCATIONAL GAMES TO EXPLAIN COMPLEX CONCEPTS RELATED TO HUMAN PHYSIOLOGY
title_full_unstemmed THE USE OF EDUCATIONAL GAMES TO EXPLAIN COMPLEX CONCEPTS RELATED TO HUMAN PHYSIOLOGY
title_sort THE USE OF EDUCATIONAL GAMES TO EXPLAIN COMPLEX CONCEPTS RELATED TO HUMAN PHYSIOLOGY
author Neves, Ben-Hur Souto
author_facet Neves, Ben-Hur Souto
Machado, Rui Seabra
Soare, Caroline Bitencourt
Mello-Carpes, Pâmela Billig
author_role author
author2 Machado, Rui Seabra
Soare, Caroline Bitencourt
Mello-Carpes, Pâmela Billig
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidade Federal do Pampa
dc.contributor.author.fl_str_mv Neves, Ben-Hur Souto
Machado, Rui Seabra
Soare, Caroline Bitencourt
Mello-Carpes, Pâmela Billig
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv Games
Teaching-learning process; Active teaching methods; Educational games.
Processo ensino-aprendizagem; Metodologias ativas; Jogos educacionais.
topic Games
Teaching-learning process; Active teaching methods; Educational games.
Processo ensino-aprendizagem; Metodologias ativas; Jogos educacionais.
description Different strategies have been proposed to improve the teaching-learning process in different fields. One option to optimize learning, increasing students’ involvement and providing group discussions, is the use of educational games (EG). In this study, we evaluated the students’ perceptions about the use of EG as a tool to facilitate the understanding of key concepts related to Human Physiology (HP). Educational games addressing the bioelectric membrane potential and the cardiac cycle were used to complement theoretical classes. After the games’ use, the students were invited to evaluate their use. We verified that students consider that EG are interesting tools to improve HP teaching and that they contribute to the understanding of the content worked in the classroom.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-13
dc.type.none.fl_str_mv





dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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10.16923/reb.v17i2.869
url http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/869
identifier_str_mv 10.16923/reb.v17i2.869
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/869/693
/*ref*/Melo Prado H, Hannois Falbo G, Rodrigues Falbo A, Natal Figueirôa J. Active learning on the ward: outcomes from a comparative trial with traditional methods. Medical Education. 2011;45(3):273-9.
/*ref*/Gal B, Rubio M, Iglesias E, González P. Evaluation of participatory teaching methods in undergraduate medical students’ learning along the first academic courses. PLoS ONE. 2018;13(1):e0190173.
/*ref*/Alimoglu MK, Yardim S, Uysal H. The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions. Adv Physiol Educ. 2017;41(1):38-43. Epub 2017/02/02.
/*ref*/Mumtaz S, Latif R. Learning through debate during problem-based learning: an active learning strategy. Adv Physiol Educ. 2017;41(3):390-4. Epub 2017/07/07.
/*ref*/Marcondes FK, Moura MJCS, Sanches A, Costa R, Lima POd, Groppo FC, et al. A puzzle used to teach the cardiac cycle. Advances in Physiology Education. 2015;39(1):27-31.
/*ref*/Neves B-HSd, Ferreira I, Machado RS, Mello-Carpes PB. “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teachinglearning. 2018. 2018;16(1):11. Epub 2018-09-21.
/*ref*/Luchi KC, Montrezor LH, Marcondes FK. Effect of an educational game on university students' learning about action potentials. Adv Physiol Educ. 2017;41(2):222-30. Epub 2017/04/06.
/*ref*/Machado RS, Mello-Carpes PB. Status of research on physiology education in Brazil. Adv Physiol Educ. 2018;42(4):547-54.
/*ref*/Neves BH, Menezes J, Souza MA, Mello-Carpes PB. Physical exercise prevents short and long-term deficits on aversive and recognition memory and attenuates brain oxidative damage induced by maternal deprivation. Physiol Behav. 2015;152(Pt A):99-105.
/*ref*/Sosa PM, Goncalves R, Carpes FP, Mello-Carpes PB. Active memory reactivation previous to the introduction of a new related content improves students' learning. Adv Physiol Educ. 2018;42(1):75-8.
/*ref*/Machado RS, Oliveira I, Ferreira I, das Neves BS, Mello-Carpes PB. The membrane potential puzzle: a new educational game to use in physiology teaching. Adv Physiol Educ. 2018;42(1):79-83.
/*ref*/Galey WR. What is the future of problem-based learning in medical education? The American journal of physiology. 1998;275(6 Pt 2):S13-5. Epub 2005/09/15.
/*ref*/Plomer M, Jessen K, Rangelov G, Meyer M. Teaching physics in a physiologically meaningful manner. Physical Review Special Topics-Physics Education Research. 2010;6(2):020116.
/*ref*/Scherl A, Dethleffsen K, Meyer M. Interactive knowledge networks for interdisciplinary course navigation within Moodle. Advances in Physiology Education. 2012;36(4):284-97.
/*ref*/Machado RS, Oliveira I, Ferreira I, Neves B-HSd, Mello-Carpes PB. The membrane potential puzzle: a new educational game to use in physiology teaching. Advances in Physiology Education. 2018;42(1):79-83.
/*ref*/Luchi KCG, Montrezor LH, Marcondes FK. Effect of an educational game on university students’ learning about action potentials. Advances in Physiology Education. 2017;41(2):222-30.
/*ref*/Ferdig R, Blank J, Kratcoski A, Clements R. Using stereoscopy to teach complex biological concepts. Advances in Physiology Education. 2015;39(3):205-8.
/*ref*/Machado RS, Mello-Carpes PB. The use of an open-ended, student-led activity to aid in the learning and understanding of action potential. Adv Physiol Educ. 2018;42(2):324-8.
/*ref*/Cardozo LT, Miranda AS, Moura MJ, Marcondes FK. Effect of a puzzle on the process of students' learning about cardiac physiology. Adv Physiol Educ. 2016;40(3):425-31.
dc.rights.driver.fl_str_mv Direitos autorais 2019 Revista de Ensino de Bioquímica
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rights_invalid_str_mv Direitos autorais 2019 Revista de Ensino de Bioquímica
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dc.publisher.none.fl_str_mv Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBq
publisher.none.fl_str_mv Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBq
dc.source.none.fl_str_mv Revista de Ensino de Bioquímica; v. 17, n. 2 (2019): REB (jul-dec); 41-51
Revista de Enseñanza de Bioquímica; v. 17, n. 2 (2019): REB (jul-dec); 41-51
Journal of Biochemistry Education; v. 17, n. 2 (2019): REB (jul-dec); 41-51
Revista de Ensino de Bioquímica; v. 17, n. 2 (2019): REB (jul-dec); 41-51
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