Visual Modeling as a Pedagogical Strategy in a Nutritional Physiology Animal Science Course.
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| Title: | Visual Modeling as a Pedagogical Strategy in a Nutritional Physiology Animal Science Course. |
|---|---|
| Authors: | Bowhay, Ciana M.1 cbowhay@tntech.edu, Wickersham, Tryon A.2, Donaldson, Jonan P.3, Dunlap, Kathrin A.2 |
| Source: | NACTA Journal. Jan-Dec2022, Vol. 66, p289-302. 14p. |
| Subject Terms: | *Physiology education, Nutrition, Physiology, Animal science, Life sciences, Likert scale, Animal nutrition |
| Abstract: | Nutritional physiology includes complex biological and biochemical processes that can be difficult for students to grasp. We believe that students’ ability to visually model and explain these processes will lead to patterns of learning that increase retention of knowledge and ability to integrate and apply complex nutritional concepts. Creating visual models as a tool for learning has been used extensively in courses like physics and chemistry, but is underutilized in biological sciences. Creation of visual models helps to make learning visible and simplify complex concepts. Drawing-to-learn could have great utility in describing and deepening comprehension of physiological processes like nutrient digestion and utilization. A learning activity was prepared where undergraduate students (n = 471) created hand-drawn diagrams of nutrient digestion, absorption, and basic utilization to aid in understanding of course concepts in animal nutrition. We evaluated the effectiveness of the learning activity through reflections and Likert scale surveys. Creating visual models of nutrient digestion increased student confidence in explaining complex nutritional processes as well as confidence in their ability to integrate and apply knowledge appropriately. Effectiveness of this activity increased with the inclusion of a writing component that asked students to combine both visual and verbal cognitive processes. [ABSTRACT FROM AUTHOR] |
| Copyright of NACTA Journal is the property of North American Colleges & Teachers of Agriculture and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 164160671 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Visual Modeling as a Pedagogical Strategy in a Nutritional Physiology Animal Science Course. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bowhay%2C+Ciana+M%2E%22">Bowhay, Ciana M.</searchLink><relatesTo>1</relatesTo><i> cbowhay@tntech.edu</i><br /><searchLink fieldCode="AR" term="%22Wickersham%2C+Tryon+A%2E%22">Wickersham, Tryon A.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Donaldson%2C+Jonan+P%2E%22">Donaldson, Jonan P.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Dunlap%2C+Kathrin+A%2E%22">Dunlap, Kathrin A.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22NACTA+Journal%22">NACTA Journal</searchLink>. Jan-Dec2022, Vol. 66, p289-302. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Physiology+education%22">Physiology education</searchLink><br /><searchLink fieldCode="DE" term="%22Nutrition%22">Nutrition</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Animal+science%22">Animal science</searchLink><br /><searchLink fieldCode="DE" term="%22Life+sciences%22">Life sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+scale%22">Likert scale</searchLink><br /><searchLink fieldCode="DE" term="%22Animal+nutrition%22">Animal nutrition</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Nutritional physiology includes complex biological and biochemical processes that can be difficult for students to grasp. We believe that students’ ability to visually model and explain these processes will lead to patterns of learning that increase retention of knowledge and ability to integrate and apply complex nutritional concepts. Creating visual models as a tool for learning has been used extensively in courses like physics and chemistry, but is underutilized in biological sciences. Creation of visual models helps to make learning visible and simplify complex concepts. Drawing-to-learn could have great utility in describing and deepening comprehension of physiological processes like nutrient digestion and utilization. A learning activity was prepared where undergraduate students (n = 471) created hand-drawn diagrams of nutrient digestion, absorption, and basic utilization to aid in understanding of course concepts in animal nutrition. We evaluated the effectiveness of the learning activity through reflections and Likert scale surveys. Creating visual models of nutrient digestion increased student confidence in explaining complex nutritional processes as well as confidence in their ability to integrate and apply knowledge appropriately. Effectiveness of this activity increased with the inclusion of a writing component that asked students to combine both visual and verbal cognitive processes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of NACTA Journal is the property of North American Colleges & Teachers of Agriculture and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=164160671 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 289 Subjects: – SubjectFull: Physiology education Type: general – SubjectFull: Nutrition Type: general – SubjectFull: Physiology Type: general – SubjectFull: Animal science Type: general – SubjectFull: Life sciences Type: general – SubjectFull: Likert scale Type: general – SubjectFull: Animal nutrition Type: general Titles: – TitleFull: Visual Modeling as a Pedagogical Strategy in a Nutritional Physiology Animal Science Course. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bowhay, Ciana M. – PersonEntity: Name: NameFull: Wickersham, Tryon A. – PersonEntity: Name: NameFull: Donaldson, Jonan P. – PersonEntity: Name: NameFull: Dunlap, Kathrin A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Dec2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 01494910 Numbering: – Type: volume Value: 66 Titles: – TitleFull: NACTA Journal Type: main |
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