Abstract
Introduction: Previous knowledge organizers are powerful didactic tools that allow maximizing the meaningful learning process. Objective: To report on the application of quizzes and games called “Brain Quiz and Games”. Method: In the Medical School of the Mato Grosso do Sul State University (UESM), Brazil, during the Perception, Awareness and Emotion module, students performed two quizzes and two games during answering questions both individually and in groups. Descriptive analysis of the results was performed. The results showed that the dynamics stimulated the use of agile and correct reasoning, so necessary for a good medical practice. Students describe reports of motivation in the activities, which reflected in the good student performance in the final grades of the module. The activity of “Brain Quiz and Games” stimulated the advance study of the module content and the creation of subsumers in the cognitive structure of the students. Innovative activities, such as this, should be fostered, as they help students acquire knowledge.
Highlights
Previous knowledge organizers are powerful didactic tools that allow maximizing the meaningful learning process
The “Brain Quiz and Games” activity approached contents in advance, being considered as previous organizers, so that anchor points were created in the cognitive structure of the students in order to serve as subsumers of the later stage, where the contents were covered in the tutorials
The Brain Quiz and Games was applied in the Perception, Awareness and Emotion module of the Medical School of the Mato Grosso do Sul State University (UEMS), located in the state of Mato Grosso do Sul, central region of Brazil, which uses the Problem-Based Learning (PBL) (Problem Based Learning) method
Summary
Previous knowledge organizers are powerful didactic tools that allow maximizing the meaningful learning process. The activity of “Brain Quiz and Games” stimulated the advance study of the module content and the creation of subsumers in the cognitive structure of the students. A new knowledge to be related non-arbitrarily means that there was a relationship between the material used in the teaching process (a potentially meaningful material) and some relevant concepts when these are already present in the learner’s cognitive structure, which Ausubel called subsumers concepts. These new concepts, as they begin to form part of the cognitive structure of the learner, will be stored substantively (nonliteral). What one learns is the substance of new knowledge, not an exact and predetermined set of words used to represent it (Moreira, Caballero, & Rodriguez, 1997)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
