Type:

Other

Description:

This study tested the possibility that interactive lectures explicitly based on activating learners’ prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my university was randomized to two groups to receive one of two types of lectures, "typical" lectures (n = 28, 18 women and 10 men) or "constructivist" lectures (n = 26, 19 women and 7 men), on the same topic: the regulation of respiration. This study adds to the increasing body of evidence that there is a case for the use of interactive lectures that make the construction of knowledge and understanding explicit, easy, and enjoyable to learners.

Subjects:

  • Education > General

Education Levels:

    Keywords:

    Tutorial or self-directed instruction,oai:nsdl.org:2200/20110722024145516T,NSDL,NSDL_SetSpec_BEN,Pedagogy,Education

    Language:

    English

    Access Privileges:

    Public - Available to anyone

    License Deed:

    Creative Commons Attribution Non-Commercial Share Alike

    Collections:

    None
    This resource has not yet been aligned.
    Curriki Rating
    'NR' - This resource has not been rated
    NR
    'NR' - This resource has not been rated

    This resource has not yet been reviewed.

    Not Rated Yet.

    Non-profit Tax ID # 203478467