Article
A processual view on the use of problem-based learning in high school physiology teaching
Registro en:
PINHO, Luis Antonio de et al. A processual view on the use of problem-based learning in high school physiology teaching. Advances in Physiology Education, v. 45, p. 750-757, 2021.
1043-4046
10.1152/advan.00056.2020
Autor
Pinho, Luis Antonio de
Alves, Luiz Anastácio
Comarú, Michele Walts
Luz, Maurício Roberto Motta Pinto da
Lopes, Renato Matos
Resumen
In problem-based learning (PBL), the steps and processes present in the PBL tutorial cycle are essential for constructive, self directed, collaborative, and contextual student learning. This article presents a procedural study of a PBL tutorial cycle with high
school students new to the method regarding human respiration and circulation physiology. We observed group dynamics and
the learning process that occurred throughout the PBL tutorial cycle. The results indicate that conceptual changes were close to
the planned learning objectives and that students enjoyed studying applying PBL. Moreover, a positive correlation was observed
between group dynamics, self-directed learning and learning outcomes. Our results provide grounds for restructuring the tutorial
cycle, especially important for novice PBL students, such as problem reformulation and the development and diversification of
applied learning scaffolds. We conclude that the qualitative analysis performed herein can yield a deeper understanding of the
PBL tutorial cycle and may be used to foster PBL implementation in institutions with little experience with the method and moni tor its outcomes in organizations with mature PBL use.