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Getting active with active learning: an interactive demonstration of neural concepts using the 'mexican wave'
Abstract

Getting active with active learning: an interactive demonstration of neural concepts using the 'mexican wave'

Ann L Parkinson
Proceedings of the 2006 University Research Conference, p.4
University Research Conference: Research Impact: Benefiting Society, 2006 (Sunshine Coast, Australia, 08-Nov-2006)
2006
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Abstract

Curriculum and Pedagogy active learning
The ultimate goal of every lecturer is that students understand the discipline. As lecturers we should aim for meaningful learning through active processes, not passive transmission of facts. Therefore, we want them to achieve meaningful learning. This requires that students build conceptual knowledge through construction of knowledge from simple to complex concepts, integration of knowledge, deconstruction of knowledge and testing of knowledge. In science this often includes students working through concepts by experimentation and investigation. In addition, students have different preferred learning styles, experiences, background knowledge, and interests. We must use a variety of teaching strategies to maximise student learning. One such teaching strategy involves the use of interactive classroom demonstrations and role play-a little-used teaching strategy in tertiary level science courses. This paper explores the effectiveness of an interactive classroom demonstration in nervous system communication in a first-year human physiology course. We use the commonly known 'mexican wave' to 'act out' nerve system impulses and communication. The demonstration involves all members of a tutorial class, and uses no more resources than a few tennis balls as props. Students completed a preand post-test quiz to assess learning and were surveyed on their opinions of the usefulness of the teaching activity. Analysis of quizzes revealed increased learning of concepts directly related to the interactive demonstration. Students worked cooperatively to gain meaningful learning of sometimes difficult nervous system concepts and at the same time had fun with physiology. We believe that the use of interactive demonstrations as learning strategies are beneficial to learning and should be explored further in the area of biology specifically and science generally.

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