Traditional Teaching Group Research Articles

Science Learning Through Interactive Teaching Method: An Experimental Study

An experimental study was conducted to find the impact of interactive teaching method on science learning. 70 students from seventh grade were selected to participate in this study. A control group with 35 randomly assigned students was taught by the traditional lecture method, and an experimental group with another 35 students was taught by an interactive teaching method. A pre-test was conducted prior to implementing the intervention to measure the baseline score, while a post-test was administered to measure the impact of the intervention. An ANCOVA (Analysis of Covariance) was used to find the significant difference in science achievement score of students between the traditional teaching method and interactive teaching method after controlling the effect of pretest scores. There was a significant difference in students' science achievement score between students in the traditional teaching group and students in the interactive teaching group, F(2, 67) = 153.47, p <.001n 2 = .82. It was concluded that the interactive teaching method significantly improves student science learning.

Comparison of problem-based learning and traditional teaching methods in medical psychology education in China: A systematic review and meta-analysis.

BackgroundPBL approach has been widely used in many Chinese universities over the past decade. However, the effects of PBL approach on medical psychology education in China are inconsistent. The purpose of this study was to ascertain whether the PBL approach was superior to the lecture-based teaching method in the context of the medical psychology curriculum in China.MethodsA systematic review and meta-analysis was performed to confirm the effectiveness of PBL in Chinese medical psychology. Corresponding databases were searched for available studies, where data were extracted to calculated Hedges’ g and its 95% confidence interval in total and subgroup analyses. Subgroup analyses were also carried out.ResultsNine studies with 551 cases and 496 controls were identified. The total examination scores of students in the PBL approach group were significantly higher compared with students in the traditional lecture-based teaching group under the random effect model (Hedges’ g = 1.510, 95%CI 0.792–2.227, p<0.001). Subgroup analyses based on major and school system exhibited similar results.ConclusionsOur study supported the notion that the PBL approach may be applicable to Chinese medical psychology education.

토론 기반 영어 읽기 및 쓰기 학습 활동이 고등학교 학습자의 창의성, 영어 쓰기 및 창의력 자기평가에 미치는 영향

In the era of the 4th industrial revolution, creativity plays a pivotal role in the competitiveness of a country. The importance of creativity education therefore cannot be overemphasized. The purpose of this study is to examine the effects of discussion-based English reading and writing activities on Korean high school students' creativity, English writing, and self-assessed creative thinking. The participants were 45 high school students in Seoul, Korea. They were divided into two groups: the discussion-based English reading and writing group (n=24) and the traditional English instruction group (n=21). The experiment was administered during two semesters of the 2017 academic year. The major findings are as follows: First, the experimental group showed significant improvement on the creativity test, especially in the areas of fluency, flexibility, and original thinking. Second, the experimental group outperformed the control group on the writing test. Third, the experimental group showed positive changes in their self-assessed flexible thinking, convergent thinking, and intrinsic motivation. All of these indicate the beneficial effects of the discussion-based English reading and writing activities. Based on the results, some pedagogical suggestions were made for the effective integration of creativity education into the teaching of English as a foreign language.

Risk of Internet Addiction in Adolescents: A Confrontation Between Traditional Teaching and Online Teaching

Background:The technological evolution has given the opportunities to develop new models of education, like online teaching. However, Internet Problematic Use and Internet Addiction are becoming frequently represented among adolescents with a prevalence that varies worldwide from 2% to 20% of the high school population.Objective:The aim of this study was to analyse the risk of Internet Addiction in a High Schools student sample comparing two different types of schools (online and traditional teaching) and analyzing the associations between pathological use of Internet and socio-demographic factors connected to the different educational orientations and to the daily usage of Internet.Methods:Students were enrolled from four different orientation school programs (different high school, technical and economical Institute, vocational schools). Each student completed a self-reported test to collect socio-demographic data and th Internet Addiction Test (IAT) from K. Young to assess the risk of Internet Addiction. The Mann-Whitney test for quantitative variables was used for statistical analysis.Results:522 students were enrolled, 243 students from online teaching and 279 from traditional teaching schools. Internet Addiction was observed in 1,16% of the total sample, while 53.83% of subjects was at risk of development Internet Addiction. No significant difference was found between the two different types of teaching, nor considering gender. Considering the amount of time spent on the web in portion of the sample at risk of developing Internet Addiction, the Traditional Teaching group spent between 4 and 7 hours a day on the Web, while the Online Teaching group between 1 to 3 hours/daily. However, no statistically significant difference was found.Conclusion:Although our data demonstrate that there is no clear association between online education and problematic use of Internet, the excessive use of Internet is linked to a massive waste of personal energy in terms of time and social life.

Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

BackgroundEarly detection and response to patient deterioration influence patient prognosis. Nursing education is therefore essential. The objective of this randomized controlled trial was to compare the respective educational value of simulation by gaming (SG) and a traditional teaching (TT) method to improve clinical reasoning (CR) skills necessary to detect patient deterioration.MethodsIn a prospective multicenter study, and after consent, 2nd year nursing students were randomized into two groups:Simulation by gaming “SG”: the student played individually with a serious game consisting of 2 cases followed by a common debriefing with an instructor;Traditional Teaching “TT”: the student worked on the same cases in text paper format followed by a traditional teaching course with a PowerPoint presentation by an instructor.CR skill was measured by script concordance tests (80 SCTs, score 0–100) immediately after the session (primary outcome) and on month later. Other outcomes included students’ satisfaction, motivation and professional impact.ResultsOne hundred forty-six students were randomized. Immediately after training, the SCTs scores were 59 ± 9 in SG group (n = 73) and 58 ± 8 in TT group (n = 73) (p = 0.43). One month later, the SCTs scores were 59 ± 10 in SG group (n = 65) and 58 ± 8 in TT group (n = 54) (p = 0.77). Global satisfaction and motivation were highly valued in both groups although significantly greater in the SG group (p < 0.05). The students declared that the training course would have a positive professional impact, with no difference between groups.ConclusionsIn this study assessing nursing student CR to detect patient deterioration, no significant educational difference (SCT), neither immediate nor 1 month later, was observed between training by SG and the TT course. However, satisfaction and motivation were found to be greater with the use of SG.Trial registrationClinicalTrials.gov; NCT03428269. Registered 30 january 2018.

The Effect of Flipped Classroom Instruction on Developing Saudi EFL Learners’ Comprehension of Conversational Implicatures

While pragmatic instruction has received considerable attention from researchers of interlanguage pragmatics over the last three decades, its effective implementation in the EFL classroom remains an unresolved question. The flipped classroom model is a recently developed teaching method that constitutes a role change for teachers and learners, inverting the front-of-class instruction paradigm in favor of active and collaborative classroom learning. To potentially take advantage of this promising trend, the present study seeks to explore the effectiveness of the flipped classroom for developing Saudi EFL undergraduates&amp;rsquo; pragmatic competence and language proficiency by focusing on the comprehension of conversational implicatures during one academic semester. A total of 100 students, assigned to flipped teaching group (n=50) and traditional teaching group (n=50), participated in the study. To elicit the required data, the Oxford Placement Test, a discourse completion test, and reflective e-portfolios were used. A post-test revealed that pragmatic competence significantly increased in the case of the flipped group. The mean score of the flipped group (M=18.48) was considerably higher than that of the traditional group (M=14.68). In following the flipped model of instruction, this progress was influenced by effective out-of-class preparation and appropriate manipulation of in-class time.

Sport Education and Sportsmanship Orientations: An Intervention in High School Students.

One of the main goals for physical education is to develop the students’ moral and ethical domain, where sportsmanship promotion is considered a key curricular component to tackle the achievement of this goal. This research aims to examine the influence of sport education on sportsmanship orientations in high school students. The participants were 148 (52.70% female; Mage = 17.04, SDage = 0.99) high school students who were randomized into an experimental group (n = 74), which received 16 basketball lessons under sport education conditions, and a control group (n = 74), which received 16 basketball lessons following a traditional teaching approach. Pre-intervention and post-intervention measures on sportsmanship orientations were collected in both groups. A 2 (time: pre-test and post-test) x 2 (group: Sport Education and Traditional Teaching) multivariate analysis of variance test was performed on the five sportsmanship orientations. The results showed, for time x group interactions, the absence of significant multivariate effects in the level of the five sportsmanship orientations among both groups at pre-test (Pillai’s trace = 0.06, p = 0.145). At post-test, significant multivariate effects were found in the level of each sportsmanship orientation between both groups in favor of the Sport Education group (Pillai’s trace = 0.38, p < 0.001). Furthermore, regarding within-group pre-test to post-test differences, while there were nonsignificant multivariate effects (Pillai’s trace = 0.03, p = 0.469) for the Traditional Teaching group; significant multivariate effects (Pillai’s trace = 0.43, p < 0.001) were found for the Sport Education group, showing an increase in the level of respect for social conventions, respect for rules and referees, and full commitment and respect for opponents. There were also nonsignificant effects across gender (inter-group analysis: Pillai’s trace = 0.08, p = 0.068; time x gender interaction: Pillai’s trace = 0.03, p = 0.497) and after-school sports (inter-group analysis: Pillai’s trace = 0.02, p = 0.776; time x after-school interaction: Pillai’s trace = 0.01, p = 0.981). In conclusion, sport education is an effective pedagogical model to be taken into consideration by physical education teachers in order to optimally promote the high school student’s moral and ethical education via the development of sportsmanship orientations in the context of school physical education.

Virtual reality technology for teaching neurosurgery of skull base tumor

BackgroundNeurosurgery represents one of the most challenging and delicate of any surgical procedure. Skull base tumors in particular oftentimes present as a very technically difficult procedures in the setting of neurosurgical teaching. Virtual reality technology is one of the most promising surgical planning tools. It can perform fast three-dimensional (3D) reconstruction of computed tomography (CT), magnetic resonance imaging (MRI) and other imaging data sets under conditions of virtual reality (VR). Surgical simulation can more intuitively understand the anatomical relationship of the surgical area in significantly greater detail.MethodsThirty clinical undergraduates from the class of 2016 were randomly divided into two groups: the traditional teaching group and the virtual reality teaching group. After the study concluded, the teaching effectiveness was evaluated by combining basic theoretical knowledge, case analysis and questionnaire survey methods.ResultsComparative analysis between both groups showed the response effect of the virtual reality teaching group was better than that of the traditional teaching group (P < 0.05). There was also no difference between both groups in terms of the design of the surgical approach and the listing of surgical matters that required attention (P > 0.05).The results of theoretical knowledge assessment between both groups showed that the scores of basic theory, location, adjacent structure, clinical manifestation, diagnosis and analysis, surgical methods and total scores in the VR group exceeded those in the traditional teaching group (P < 0.05).ConclusionsThis study showed that VR technology might improve neurosurgical skull base teaching quality, which should be promoted in the teaching of clinical subjects.

Pre-service teachers’ achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes

The aim of this study was to investigate whether flipped learning affects pre-service teachers’ achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017–2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning group obtained significantly higher achievement test scores and final grades than the traditional instruction group. On the other hand, being in the flipped learning group or in the traditional group had no significant effect on the pre-service teachers’ perceptions of the classroom environment.

The role of Moodle-based surgical skills illustrations using 3D animation in undergraduate training

Background. Teaching undergraduate surgical skills using plain models without detailed anatomy and text presentations lacks detail, and there is a need to explore other teaching methods. Objective. To establish whether there is a difference in the satisfaction level and understanding between students taught using 3D animation v. traditional methods. Methods. This was a randomised comparative study conducted over 1 year. Participants were third- and fifth-year undergraduate medical students who provided informed consent. They were randomly assigned to the 3D animation and traditional teaching groups. The animated procedures, the pre- and post-tests and the survey were hosted on Moodle. The difference between pre- and post-test scores is termed the impact score. The independent samples t -test was used to determine the significance of the difference in the impact scores of the two groups. Results. Forty-five fifth-year students participated in 3 skills illustrations and 45 third-year students participated in 2 skills illustrations, giving a total of 225 data points. 3D animation teaching is associated with better understanding than traditional teaching ( t (223)=6.701; p <0.001) (experimental group, mean 3.11; control group, mean 1.51). Traditional teaching was given a median rating of 5 (good) and a mode of 4 (average) v. a median and a mode of 8 (excellent) for 3D animation teaching on a scale of 1 - 10 (worst - superb). However, the combination of the two teaching methods was given a mode and a median of 10 (superb). All students recommended the adoption of 3D animation. Conclusion. Students have a better understanding and higher satisfaction levels when taught using 3D animation.

Effects of Dynamic Geometry Activities on Seventh Graders' Achievement in Area of Quadrilaterals

The aim of the study was to investigate the effects of mathematics instruction supported by dynamic geometry activities on seventh grade students' achievements in area of quadrilaterals, based on their van Hiele geometric thinking levels. The study was designed as a nonrandomized control group pretest and posttest research design. Participants of the study were 76 seventh grade students. Students in experimental group worked with dynamic geometry learning environment while other students worked in their conventional settings. The results of the study indicated that there is a significant interaction between the effects of method of teaching and van Hiele geometric thinking levels on students' achievement levels in area of quadrilaterals. In addition, mathematics instruction supported by dynamic geometry activities has significant effects on seventh grade students' achievement on area of quadrilaterals. Moreover, the results revealed that students in dynamic geometry supported instruction group received significantly higher scores in area of quadrilaterals than students in traditional instruction group when students are at second level of van Hiele geometric thinking.

A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing

PurposeThis study aims to examine the writing outcomes of 6th-grade students learning English as a second language.Design/methodology/approachIn all 45 students in a text structure instruction (TSI) group were compared with 45 students in a self-regulated strategy instruction (SRSI) group and 43 students receiving traditional writing instruction. SRSI was adapted from the self-regulated strategy development (SRSD) model (MacArthur et al., 2015). The SRSD model includes self-regulation writing strategies, text and genre knowledge and think-aloud modeling. Findings allowed for a comparison of TSI and SRSI, in which organization knowledge does not need to be taught using SRSD methods. Measures of writing outcomes, including writing quality and summarization of main ideas, were administered after a one-month intervention.FindingsResults revealed that, compared with traditional instruction, the TSI and SRSI groups each exhibited better writing outcomes. Compared with the traditional instruction group, each technique had a unique impact: SRSI on writing quality, and TSI on main ideas included in written summaries. Linguistic and textual analyses of students’ writing revealed that the TSI and SRSI group learners both demonstrated high syntactic complexity, content organization and lexical variation in their compositions.Research limitations/implicationsThe present study provides empirical evidence that explicit teaching of SRSI writing strategies or TSI can be implemented effectively and elicit gains in elementary school L2 learners’ written output. A clear division does not exist between self-regulated writing strategies and text structure knowledge; the two techniques should be complementary, as suggested in the earlier SRSD model.Originality/valueClassroom-based research has addressed the need to enhance self-regulated capacity in writing. However, writing has become more challenging for primary school learners. In addition, writing is a cognitively demanding process. The plethora of processes involved in writing may be one of the factors that caused difficulties in writing. Thus, writing proficiency relies on the development of text structure knowledge and the fostering of self-regulation capabilities.

Application of Simulation Teaching in Pharmacology Experimental Teaching

To observe the application effect of simulation teaching in pharmacology experimental teaching of pharmacy. Classes of Pharmaceutical students in grade 2013 were randomly divided into two groups: A and B group with 50 students in each group. Group A was implemented with the simulation teaching mode and Group B was implemented with the traditional experimental teaching mode. The final examination results of two groups of students were compared, and the experimental teaching effect was evaluated by questionnaires. The satisfaction survey of the students on simulation teaching mode was compared. The results of pharmacology experimental teaching in the simulation teaching group were significantly higher than those in the traditional teaching group. Questionnaire results show that the students in the simulation teaching group generally believe that the mode are superior improve their self-study learning interest and have a high satisfaction degree. The simulation teaching mode can better mobilize students’ initiative in self-learning, and have better teaching effect than traditional teaching mode in pharmacology experimental teaching.

Research on Assisting Clinicians to Operate rTMS Precisely Based on the Coil Magnetic Field Spatial Distribution With Magnetic Resonance Imaging Navigation.

Objective: To assist clinicians to operate repetitive Transcranial Magnetic Stimulation (rTMS) precisely based on the coil magnetic field spatial distribution with Magnetic Resonance Imaging (MRI) Navigation.Methods: A fast method for calculating electromagnetic fields in layered brain structures in frequency domain was proposed. By approaching Bessel function in different intervals, the integral with a highly oscillatory kernel was transformed into two parts: a definite integral and a weakened oscillatory one. The distribution of induced current density and magnetic field intensity of rTMS stimulation effect on brain was quantitatively calculated, so that clinicians could intuitively grasp the safe range of coil stimulation on the brain. Then, the crucial factor of the stimulation effect of rTMS was determined, and an accurate coil positioning of the rTMS efficiently was completed.Result: The maximal attenuation of induced electric field and magnetic induction intensity was 72.20 and 86.867% at 3 cm away from the skin in the brain layered model. The clinical examination results of electric field intensity distribution, magnetic field intensity distribution, current density distribution, layered brain modeling, and coil location speed in the brain model teaching group were significantly higher than those in the traditional teaching group (P < 0.001).Conclusion: It is suitable for clinicians to quickly complete the precise positioning of rTMS, master the adjustment of coil stimulation therapeutic parameters, and realize the precise positioning operation of rTMS with MRI navigation in intracranial.Clinical Trial registration: Chinese Clinical Trial Registry (ChiCTR1800018616); Registered on 30th September 2018

Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw

BackgroundThis study aimed to compare the effect of virtual and traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw.MethodsThis experimental study evaluated 39 dental students who had not received any instruction regarding radiographic interpretation of bony lesions of the jaw. They were randomly divided into two groups of virtual (n = 20) and traditional education (n = 19) and matched in terms of their grade point average (GPA). The virtual group received a virtual learning package while the traditional group received traditional classroom instruction for 6 one-hour sessions. Similar contents were taught to both groups by the same mentor. All students participated in a theoretical test with multiple-choice questions and an objective structured clinical examination (OSCE). Similar exams were also held 2 months later to assess knowledge retention. Data were analyzed using independent sample t-test and repeated measures ANOVA.ResultsThe mean scores of theoretical test (P < 0.05) and OSCE (P > 0.05) in the virtual education group (16.60 ± 0.91 and 15.13 ± 0.78) were higher than those in the traditional education group (14.89 ± 0.99 and 14.71 ± 0.92). In both methods of instruction, the mean scores of theoretical test and OSCE at 2 months were lower than the scores acquired immediately after instruction but this difference was not statistically significant (P > 0.05). Type of education had a significant effect on the theoretical test score (P < 0.001) but had no significant effect on the clinical score (P = 0.072).ConclusionsVirtual learning was superior to traditional lecture-based method for enhancement of knowledge acquisition in radiographic interpretation of bony lesions of the jaw. However, to improve our students’ reporting skills, we need to revise our virtual educational program so that the students have more opportunities to engage in reporting skills.

Application of the teaching method of team-based learning combined with case-based learning in the teaching of military positive psychology

Objective To investigate the application effect of the teaching method of team-based learning (TBL) combined with case-based learning (CBL) in the teaching of military positive psychology. Methods A total of 100 medical undergraduates of the class 2017 in Army Medical University were selected and randomly divided into TBL+CBL teaching group and traditional teaching group, with 50 undergraduates in each group. The teaching effect of the two methods was evaluated by assessment of theoretical knowledge and case analysis, questionnaire survey, and psychological evaluation. SPSS 19.0 was used to perform the t-test. Results Compared with the traditional teaching group, the TBL+CBL teaching group had significantly higher scores of theoretical knowledge (54.87±4.98 vs. 48.65±3.51) and case analysis (36.84±2.73 vs. 32.37±2.34). As for the results of psychological evaluation, compared with the traditional teaching group, the TBL+CBL teaching group had a significantly lower score of Symptom Checklist-90 (143.31±43.62 vs. 149.89±46.96) and significantly higher scores of ERC (48.76±5.37 vs. 43.58±5.79) and GWB (107.87±15.56 vs. 102.32±12.13). In addition, the satisfaction rate of the TBL and CBL teaching method reached 95.83% (46/50) in the TBL+CBL group. Conclusion The teaching method of TBL combined with CBL can achieve good teaching results in the teaching of military positive psychology and improve students' abilities of knowledge application and psychological adjustment. Therefore, it has good feasibility and applicability. Key words: Military medical student; Team-based learning; Case-based learning; Positive psychology

Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology

Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students.Methods: This study was a randomized controlled trial, enrolled 80 first-year oncology postgraduates from Bengbu medical college in the past 3 years. They were randomized to divide into 2 groups, had courses with the same lung cancer contents and timing. The experimental group (n = 40) utilized the CBL method while the control group (n = 40) used the traditional lecture-based teaching method. A questionnaire was used to attain the students’ learning satisfaction and self-efficacy of the course, and a post-study examination was used to assess end-of-course performance.Results: Complete data were obtained from participating students (n = 40 in CBL; n = 40 in traditional teaching). The CBL group performed significantly better in questionnaire and examination compared to traditional teaching groups. Students showed high levels of satisfaction and problem-solving ability in the CBL group.Conclusion: Compared with the traditional teaching method. The case teaching method is a more effective teaching method to improve the ability of problem-solving for graduate students in medical oncology.

Application of Multimodal Neuronavigation System in clinical teaching of neural tumor surgery

Objective To improve the system of specialized training by exploring the role of multimodal navigation in the teaching of neurosurgery. Methods The questionnaire was conducted by the experts to obtain the detailed information of 20 residents. They were randomly divided into two groups: the traditional teaching group (n=10) and the multimodal navigation group (n=10). The details were evaluated from the reaction layer, the learning layer, the behavior layer and the result layer by the Kirkpatriek’s model. The data were analyzed by SPSS 17.0. The quantitative data were described by mean±standard deviation and the qualitative data was described by rate or percentage. Two independent-samples t test was used to compare the results of two groups. Results The results of the reaction layer showed that the scores of the multimodal navigation group were significantly higher than those of the traditional teaching group, which were statistically significant (P<0.05) in the training content, training methods, training facilities and experience after training. The learning results showed that the multimodal navigation group had higher scores in the theoretical examinations, surgical skills and overall scores (P<0.05). The behavioral results showed that the clinical ability of the multimodal navigation group was more prominent (P<0.05). The result layer showed that under the guidance of professors, the percentage of residents who can complete the whole surgical operation is higher in multimodal navigation group (50% vs. 20%). Conclusion The application of multimodal navigation technology has a positive effect on the teaching of neurosurgery and specialized training of residents. Key words: Multimodal neuronavigation system; Specialized training; Neuroneoplasm; Clinical teaching; Kirkpatriek’s model

Research on the standardized training mode of clinical medical talents based on clinical pathway

ObjectiveTo study the effect of clinical pathway on the ability of standardized treatment of patients for medical students.Methods450 undergraduates were divided into group A and group B, Group A was the traditional practice group, group B was the clinical pathway teaching group. 225 students in each group. group A students according to the traditional practice teaching method, finished the ward round and case discussion with their teachers, consulted the attending physician's advice for their patients. On that basis, tried to give the simulation of the doctor's advice after choosing the same disease but different patients, recording their history, according to their own understanding; Group B students studied the clinical pathway in advance, based on the method of Group A, followed the clinical pathway, combined with their own understanding, tried to give the simulation of the doctor's advice. Two high qualificated experts inspected the completeness and correctness of the simulation of the doctor's advice giving by group A and group B students. At the same time , students' confidence in independent treatment of same disease were assessed by themselves.Resultsthe integrity of students' medical advice in group A and group B was 85.68±3.10 vs 92.05±2.96‐P&lt;0.01; The correctness was 86.55±3.88 vs 95.59±4.31‐P&lt;0.01; The degree of confidence in the treatment of the doctor's order was 75.19±6.90 vs 90.45±5.65‐P&lt;0.01.ConclusionThe students in the clinical pathway‐teaching group are better than the traditional teaching group students in the confidence, the integrity and the correctness of the doctor's orders.Support or Funding InformationThis project is supported by the teaching reform program of shanxi higher education (No. 2013‐ 033), The project of "131" leading talents of shanxi higher education, the education reform project of postgraduate students in Shanxi Province (No. 2017‐027), the education reform project of shanxi medical university, the National Natural Science Foundation Youth Fund (30600637). China Postdoctral Foundation(2014M561207)‐Shanxi Scholarship Council of ChinaThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

The Comparative Effects of Cyclic Inquiry Model, Conceptual Change Text, and Traditional Instructions on Student Understanding of Photosynthesis and Respiration in Plant

The aim of this study was to explore the effects of the cyclic inquiry model, conceptual change texts, and traditional instructions on promoting understanding of photosynthesis and respiration in plants. The data were obtained from 33 students in the first experimental group taught with cyclic inquiry model (CIM), 34 students in the second experimental group taught with conceptual change texts (CCT), and 34 students in the control group taught with traditional instruction (TI). After instruction, data were analyzed with analysis of covariance (ANCOVA) using Pre-test scores and Logical thinking scores as covariates. The results indicated the cyclic inquiry model (CIM) and conceptual change texts (CCT) treatment groups significantly outperformed the traditional instruction (TI) group in understanding of photosynthesis and respiration in plants. A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.