Health and safety at work

Every day, scientific knowledge is growing exponentially and either researcher, nor students have the ability to keep up with literature. On the other hand, new generations of students have different views of information access from that of their older professors and no longer need to depend on prof...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Eneida Sema, Ilda Melo
Formato:	article
Lenguaje:	EN
Publicado:	Academicus 2012
Materias:	work labour inspectorate responsibility security employee Social Sciences H Economics as a science HB71-74
Acceso en línea:	https://doaj.org/article/5c6aa37943ba4ebab109f5840a92e583
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:5c6aa37943ba4ebab109f5840a92e583
record_format	dspace
spelling	oai:doaj.org-article:5c6aa37943ba4ebab109f5840a92e5832021-12-02T15:00:03ZHealth and safety at work2079-37152309-108810.7336/academicus.2012.05.14https://doaj.org/article/5c6aa37943ba4ebab109f5840a92e5832012-01-01T00:00:00Z http://www.academicus.edu.al/nr5/Academicus-MMXII-5-153-162.pdf https://doaj.org/toc/2079-3715https://doaj.org/toc/2309-1088Every day, scientific knowledge is growing exponentially and either researcher, nor students have the ability to keep up with literature. On the other hand, new generations of students have different views of information access from that of their older professors and no longer need to depend on professors to obtain information. However, sometimes they are unable to relate this new information to existing knowledge or to transfer it to solve novel problems. It is a challenge for medical educators to search for new pedagogical models that promote in their students the development of strong cognitive processes that allow them to select, integrate, and transfer the new learning and, therefore, to reach meaningful learning. Meaningful learning occurs when the learner interprets, relates, and incorporates new information with existing knowledge and applies the new information to solve novel problems. Meaningful learning, then, involves building multiple representations (mental models) of knowledge. In medicine, meaningful learning implies that knowledge acquired by the students makes sense in their future medical practice and allows them to solve different problems In biology, meaningful learning means that the students are able to apply what they know about biology to novel situations, they are able to predict and explain the responses of a biological system if it is disturbed and sometimes to solve quantitative problems (calculate something). This is easier in the clinical setting than during basic science instruction. During the latter, students receive a great amount of information, some of which does not have direct medical application. Thus, many students in the first semester use rote memorization to acquire a large amount of information that they will forget after the exams. In this study, we addressed the following research question: does the concept mapping methodology, articulated with the mediated learning experience, increase meaningful learning in students attending to the cardiovascular module of a biology course?Eneida SemaIlda MeloAcademicusarticleworklabour inspectorateresponsibilitysecurityemployeeSocial SciencesHEconomics as a scienceHB71-74ENAcademicus International Scientific Journal, Vol MMXII, Iss 5, Pp 153-162 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	work labour inspectorate responsibility security employee Social Sciences H Economics as a science HB71-74
spellingShingle	work labour inspectorate responsibility security employee Social Sciences H Economics as a science HB71-74 Eneida Sema Ilda Melo Health and safety at work
description	Every day, scientific knowledge is growing exponentially and either researcher, nor students have the ability to keep up with literature. On the other hand, new generations of students have different views of information access from that of their older professors and no longer need to depend on professors to obtain information. However, sometimes they are unable to relate this new information to existing knowledge or to transfer it to solve novel problems. It is a challenge for medical educators to search for new pedagogical models that promote in their students the development of strong cognitive processes that allow them to select, integrate, and transfer the new learning and, therefore, to reach meaningful learning. Meaningful learning occurs when the learner interprets, relates, and incorporates new information with existing knowledge and applies the new information to solve novel problems. Meaningful learning, then, involves building multiple representations (mental models) of knowledge. In medicine, meaningful learning implies that knowledge acquired by the students makes sense in their future medical practice and allows them to solve different problems In biology, meaningful learning means that the students are able to apply what they know about biology to novel situations, they are able to predict and explain the responses of a biological system if it is disturbed and sometimes to solve quantitative problems (calculate something). This is easier in the clinical setting than during basic science instruction. During the latter, students receive a great amount of information, some of which does not have direct medical application. Thus, many students in the first semester use rote memorization to acquire a large amount of information that they will forget after the exams. In this study, we addressed the following research question: does the concept mapping methodology, articulated with the mediated learning experience, increase meaningful learning in students attending to the cardiovascular module of a biology course?
format	article
author	Eneida Sema Ilda Melo
author_facet	Eneida Sema Ilda Melo
author_sort	Eneida Sema
title	Health and safety at work
title_short	Health and safety at work
title_full	Health and safety at work
title_fullStr	Health and safety at work
title_full_unstemmed	Health and safety at work
title_sort	health and safety at work
publisher	Academicus
publishDate	2012
url	https://doaj.org/article/5c6aa37943ba4ebab109f5840a92e583
work_keys_str_mv	AT eneidasema healthandsafetyatwork AT ildamelo healthandsafetyatwork
_version_	1718389202581716992

Health and safety at work

Ejemplares similares