Facilitating Learning in a Human Anatomy and Physiology Course through Microtheme Writing Assignments

Le résumé fourni par la source

The process of “writing to learn” has been documented in many disciplines. In this study, a specific type of writing, microthemes, was implemented in a human anatomy and physiology course in order to determine whether this type of writing assignment enhances student exam performance. Student performance on exam questions dealing with topics covered in microtheme assignments was compared to performance on exam questions with no such related assignment. Statistically significant improvements were recorded on two of the four exams.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.