A problem-based learning course to teach Brazilian biology students about the viral hepatitis from a health geography perspective

IF 1.8 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Geography in Higher Education Pub Date : 2022-06-22 DOI:10.1080/03098265.2022.2087213

Cleilton Sampaio Farias, Ricardo Antunes Dantas de Oliveira, M. R. Luz

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引用次数: 2

Abstract

ABSTRACT In this study we designed, implemented, and evaluated a Problem-based Learning (PBL) course to teach undergraduate students about Viral Hepatitis from a Health Geography perspective. The course was attended by undergraduate students with no previous experience with PBL from a college in the Brazilian Amazon state of Acre. The course design was based on a combination of features from different PBL frameworks, allowing the students to gradually switch from a content-centered educational environment to a student-centered one. The PBL unit was based on an ill-structured real-life problem concerning the division of a hypothetical budget among actions to fight Viral Hepatitis in the state’s municipalities. Student problem solutions indicated that they learned basic Viral Hepatitis and Health Geography concepts. Furthermore, perceptions of their own learning demonstrated that students regarded their acquired problem-solving skills and their knowledge of the course subject as their main educational outcomes. We argue that the combination of different PBL frameworks, the gradual transition from lectures to active learning and the social relevance of the course subject to students are among the putative factors that contributed to the course’s success. This study, therefore, provides insights into the design of PBL courses for students inexperienced in active learning.

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这是一门以问题为基础的学习课程，旨在从健康地理学的角度向巴西生物学学生讲授病毒性肝炎

在这项研究中，我们设计、实施并评估了一个基于问题的学习(PBL)课程，从健康地理学的角度向本科生教授病毒性肝炎。该课程由来自巴西亚马逊州阿克的一所大学的本科学生参加，他们以前没有PBL的经验。课程设计结合了不同PBL框架的特点，使学生逐渐从以内容为中心的教育环境转变为以学生为中心的教育环境。PBL单位是基于一个结构不良的现实问题，即在州的市政当局中与病毒性肝炎作斗争的假想预算的划分。学生解答的问题显示，他们学习了基本的病毒性肝炎和卫生地理概念。此外，对自己学习的看法表明，学生将他们获得的解决问题的技能和对课程主题的知识视为他们的主要教育成果。我们认为，不同PBL框架的结合、从讲课到主动学习的逐渐转变以及课程对学生的社会相关性是促成课程成功的推定因素。因此，本研究为没有主动学习经验的学生设计PBL课程提供了一些见解。

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来源期刊

Journal of Geography in Higher Education Multiple-

CiteScore

5.80

自引率

9.50%

发文量

期刊介绍： The Journal of Geography in Higher Education ( JGHE) was founded upon the conviction that the development of learning and teaching was vitally important to higher education. It is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas.