Effect Of A Puzzle On The Process Of Students' Learning About Cardiac Physiology

dc.creatorCardozo
dc.creatorLais Tono; Miranda
dc.creatorAline Soares; Costa Sampaio Moura
dc.creatorMaria Jose; Marcondes
dc.creatorFernanda Klein
dc.date2016
dc.dateset
dc.date2017-11-13T13:13:58Z
dc.date2017-11-13T13:13:58Z
dc.date.accessioned2018-03-29T05:51:49Z
dc.date.available2018-03-29T05:51:49Z
dc.identifierAdvances In Physiology Education. Amer Physiological Soc, v. 40, p. 425 - 431, 2016.
dc.identifier1043-4046
dc.identifier1522-1229
dc.identifierWOS:000384834900026
dc.identifier10.1152/advan.00043.2016
dc.identifierhttp://advan.physiology.org.ez88.periodicos.capes.gov.br/content/40/3/425
dc.identifierhttp://repositorio.unicamp.br/jspui/handle/REPOSIP/327085
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/1364110
dc.descriptionThe aim of the present study was to evaluate the effects of using a puzzle to learn about cardiac physiology. Students were divided into control and game groups. In class 1, the control group had a 2-h theoretical class about cardiac physiology, including a detailed description of the phases of the cardiac cycle, whereas the game group had a 50-min theoretical class without the description of the cardiac cycle. In class 2, the control group did an assessment exercise before an activity with the cardiac puzzle and the game group answered questions after the above-mentioned activity. While solving the puzzle, the students had to describe the cardiac cycle by relating the concepts of heart morphology and physiology. To evaluate short-term learning, the number of wrong answers and grades in the assessment exercise were compared between the control and game groups. To evaluate mediumterm learning, we compared the grades obtained by students of the control and game groups in questions about cardiac physiology that formed part of the academic exam. In the assessment exercise, the game group presented a lower number of errors and higher score compared with the control group. In the academic exam, applied after both groups had used the puzzle, there was no difference in the scores obtained by the control and game groups in questions about cardiac physiology. These results showed a positive effect of the puzzle on students' learning about cardiac physiology compared with those not using the puzzle.
dc.description40
dc.description3
dc.description425
dc.description431
dc.descriptionFundacao de Apoio ao Ensino, Pesquisa e Extensao-University of Campinas [2034/2015]
dc.descriptionCoordenacao de Aperfeicoamento de Pessoal de Ensino Superior
dc.languageEnglish
dc.publisherAmer Physiological Soc
dc.publisherBethesda
dc.relationAdvances in Physiology Education
dc.rightsfechado
dc.sourceWOS
dc.subjectLearning
dc.subjectTeaching
dc.subjectEducational Game
dc.subjectPhysiology
dc.subjectPuzzle
dc.titleEffect Of A Puzzle On The Process Of Students' Learning About Cardiac Physiology
dc.typeArtículos de revistas


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