Teaching of Physiology through Research: an Innovative Didactic Approach Favoring Participatory Educational Process

Abstract

BackgroundThe present study is an experience report about the teaching of physiology through research in the course of Biological Sciences (BS), State University of Feira de Santana, Bahia, Brazil. According to Hodson (1992), students can learn through research. Learning through research means that students acquire knowledge of their discipline by doing research themselves (Dekker and Wolff, 2016). In this approach, the teacher will go from being an information transfer agent to a mediator, challenger, supervisor and builder and reconstructor of knowledge, in an attitude of permanent researcher together with the students.MethodsDuring a 6‐week course on Human Physiology for 2nd‐year BS, the students were encouraged to create and experience all stages of a research project [observation, question, hypothesis, aims, method, results (data and analysis), discussion and conclusion]. For this purpose, after covering the major physiological concepts related to body homeostasis, in the classroom, the students developed research projects involving physiological concepts of positive and negative feedback mechanisms. The subjects involved in the research projects were the students of the course, which worked in the groups, since the elaboration of the questions and hypothesis until analysis and dissemination of the results (Seminars). At the end of the course, based on the studies of Silva (2012) and Marcondes (2015), questionnaires were used focused on students' perception, as well as the relationship of the discipline's activities with this kind of approach and its experience to students. Thus, the students expressed their difficulties and conflicts during this process, as well as views about teaching‐learning.ResultsThe projects developed by students involved important questions, including: “Why does blood pressure fluctuate?”; “What happens to the respiratory frequency in humans when the temperature and the atmospheric humidity rise?” How does the body maintain homeostasis in response to exercise? With respect to development of activities, the individuals demonstrated enthusiasm to participate of the all stages of a research project, which involved practical laboratory classes, bibliographic research and group discussion. In this context, they reported that would like to study other concepts and/or courses using this approach.ConclusionThe work performed proved productive by several factors. Firstly, the acceptance of the proposal by the students, who were extremely interested in discussing the topics. In all the steps carried out during the execution of the research projects, it was possible to construct a dialogical space with the students, since they had the opportunity to express their opinions. In fact, students were encouraged to act as reflexive and active subjects in the teaching‐learning experience and not as mere spectators. In this context, the use of teaching by research favors a participatory educational process.Support or Funding InformationContinuing Education Program for Teachers and Students in Basic Education” (New Talents) and Institutional Program of Scholarships for Initiation to Teaching” (PIBID) and of the Coordination of Improvement of Higher Level Personnel (CAPES 055/2012, 061/2013, UEFS, Brazil).This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.