scholarly journals THE EFFECTIVENESS OF THE 5E’s MODEL WITH ANALOGY IN PROMOTING STUDENTS’ DEEP UNDERSTANDING AND ATTITUDES TO LEARN SCIENCE IN BIOLOGY LEARNING

2017 ◽  
Vol 3 (1) ◽  
pp. 264
Author(s):  
Purnomo Purnomo ◽  
Tjandra Kirana ◽  
Muslimin Ibrahim
Keyword(s):  
Case Study Research ◽  
Deep Understanding ◽  
Acceptable Level ◽  
Human Anatomy ◽  
Abstract Concepts ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology ◽  
Qualitative Descriptive ◽  
Biology Learning

In evaluating the effectiveness of the 5Es model with analogy to providing access of deep understanding and attitudes to learn science, a case study research was brought involving 27 undergraduates who took The Human Anatomy and Physiology course. The data gathered were then analyzed using qualitative descriptive technique. The results informed that most students were successful to have deep understanding towards abstract concepts showing by grade of at least C or acceptable level and good attitudes  to  learn  science  within  which  all  students  possessed  the  same  perception  corresponding  to  interest  and  enjoyment regardless any different level of achievement. Overall, it could be concluded that the 5Es model with analogy was quietly effective to make deep understanding and attitudes to learn science appear in students’ learning.Dalam mengevaluasi keefektifan model 5Es dengan analogi terhadap pemahaman mendalam dan sikap belajar sains, sebuah studi kasus dilakukan dengan melibatkan 27 mahasiswa yang memprogram Mata Kuliah Anatomi dan Fisiologi Manusia. Data yang diperoleh kemudian dianalisis dengan metode deskriptif kualitatif. Hasil penelitian tersebut menginformasikan bahwa umumnya siswa berhasil untuk memahami konsep yang abstrak secara mendalam yang ditunjukkan dengan nilai minimal C dan memiliki sikap belajar sains yang baik terkait dengan kesenangan dan minat belajar tanpa menghiraukan pencapaian hasil belajar mereka. Oleh karena itu, dapat simpulkan bahwa model pengajaran 5E dan analogi terbukti efektif untuk memunculkan pemahaman konsep secara mendalam dan sikap belajar sains.

scholarly journals Directed case study method for teaching human anatomy and physiology.

1996 ◽  
Vol 270 (6) ◽  
pp. S19 ◽  
Author(s):  
W H Cliff ◽  
A W Wright
Keyword(s):  
Case Analysis ◽  
Student Response ◽  
Human Anatomy ◽  
Case Study Method ◽  
Vast Number ◽  
Distinctive Features ◽  
Anatomy And Physiology ◽  
Successful Case ◽  
Human Anatomy And Physiology

A mastery of human anatomy and physiology requires a familiarity with a vast number of details about the human body. A directed method of case analysis is described that helps students deepen and solidify their understanding of anatomical and physiological facts, concepts, and principles. The successful case had four distinctive features as follows: clear learning objectives, a concise and informative scenario, straightforward and didactic questions, and an emphasis on information readily available to the student. A directed case study is presented, and its salient features are described. A procedure for integrating case analyses into an undergraduate anatomy and physiology course is outlined. Student response to this type of case study suggests that this method improves the ease of learning, the depth of learning, and an appreciation of the relevance of and a curiosity about anatomy and physiology. The addition of case analyses to a two-semester integrated course in anatomy and physiology was also associated with an improvement in exam performance. The regular use of directed case analysis is a valuable addition to the traditional methods of lecture, textbook reading, and laboratory for the teaching of human anatomy and physiology.

scholarly journals Analisis Kesalahan Mahasiswa pada Penyelesaian Soal Mata Kuliah Anatomi & Fisiologi Manusia

2020 ◽  
Vol 9 (3) ◽  
pp. 25
Author(s):  
Miswandi Tendrita
Keyword(s):  
Biology Education ◽  
Test Method ◽  
Human Anatomy ◽  
Education Students ◽  
Biology Students ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology ◽  
Qualitative Descriptive ◽  
Student Errors ◽  
Answering Questions

Human Anatomy and Physiology is one of the courses for biology students that is abstract so that not a few students have difficulty studying it. Errors in answering questions can be used as clues to determine the student's mastery of material. This study aims to determine student errors in solving problems in the Human Anatomy & Physiology course. This research is a qualitative descriptive study. The data collection method used is the test method. The subjects in this study were biology education students in semester V of the Nineteenth November University Kolaka Academic Year 2019/2020 who took Human Anatomy and Physiology courses. The instrument used in this study was the UAS test questions in the Human Anatomy & Physiology course. The results of the analysis showed that the most difficult questions for students to understand were questions on the function of the eye parts where the points obtained by nine students were only 2 points with the percentage of correct answers only 2%. While the questions on autoimmune disease material got the most correct percentage of answers where the number of points was nine students, namely 31 with a percentage of 34%. From the research results, it can be concluded that by analyzing student errors in answering questions, it can be seen what material is difficult for students to understand so that it can help lecturers to improve the learning process in the following semester.

Case Studies in The Instruction of Human Anatomy and Physiology

HAPS Educator ◽  
2019 ◽  
Vol 23 (3) ◽  
pp. 506-515
Author(s):  
Chasity O’Malley ◽  
◽  
Julie Doll ◽  
Catherine Taylor ◽  
Marian Leal ◽  
...  
Keyword(s):  
Case Studies ◽  
Human Anatomy ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

The Survival of the Physiologist: A Human Anatomy and Physiology Game

HAPS Educator ◽  
2019 ◽  
Vol 23 (1) ◽  
pp. 37-44
Author(s):  
Vicki Motz ◽  
Timothy Koneval ◽  
Jill Bennett-Toomey ◽  
Rema Suniga ◽  
Jacqueline Runestad Connour
Keyword(s):  
Human Anatomy ◽  
Anatomy And Physiology ◽  
Human Anatomy And Physiology

scholarly journals Introductory anatomy and physiology in an undergraduate nursing curriculum

2017 ◽  
Vol 41 (1) ◽  
pp. 56-61 ◽  
Author(s):  
S.J. Brown ◽  
S. White ◽  
N. Power
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Human Anatomy ◽  
High Achievers ◽  
First Year ◽  
Grade Point ◽  
Anatomy And Physiology ◽  
Undergraduate Nursing ◽  
Human Anatomy And Physiology ◽  
High Achieving

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped according to their first-year academic achievement using a two-step cluster analysis method and that grades achieved in the human anatomy and physiology courses would be strong predictors of overall achievement. One cohort that graduated in 2014 ( n = 105) and one that graduated in 2015 ( n = 94) were analyzed separately, and for both cohorts, two groups were identified, these being “high achievers” (HIGH) and “low achievers” (LOW). Consistently, the anatomy and physiology courses were the strongest predictors of group assignment, such that a good grade in these was much more likely to put a student into a high-achieving group. Students in the HIGH groups also scored higher in the Transition to Nursing course when compared with students in the LOW groups. The higher predictor importance of the anatomy and physiology courses suggested that if a first-year grade-point average was calculated for students, an increased weighting should be attributed to these courses. Identifying high-achieving students based on first-year academic scores may be a useful method to predict future academic performance.

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