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Can Mindfulness Practice Improve Short-Term Retention in a Science Course?

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Title: Can Mindfulness Practice Improve Short-Term Retention in a Science Course?
Language: English
Authors: Reuter, Peter, Sillevis, Rob, Weiss, Valerie
Source: HAPS Educator. Spr 2021 25(1):7-12.
Availability: Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Peer Reviewed: Y
Page Count: 6
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Metacognition, Retention (Psychology), Anatomy, Physiology, Science Instruction, Comparative Analysis, Intervention, Scores, Relaxation Training, Memory, Outcomes of Treatment, Science Tests, Feedback (Response), Student Surveys, Student Attitudes
ISSN: 2473-3806
Abstract: Brief periods of wakeful resting have a positive effect on memory consolidation. To test the impact of mindful breathing exercises on the retention of new knowledge in a science class, we assigned lab sessions of Anatomy and Physiology I and II randomly to the intervention group or control group. During teaching periods, the intervention group lab sessions integrated mindfulness breaks by having students participate in guided breathing exercises every 25-30 minutes. With one exception, the average scores on the weekly retention quizzes taken at the end of the lab sessions were higher for the intervention group compared with the control group for all quizzes in both Anatomy and Physiology I and II. However, there was no significant difference in the average score between the intervention and control groups on formal quizzes and exams. Future studies should evaluate whether mindfulness techniques, such as mindful breathing exercises, used before exams lead to improved exam scores.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1295060
Database: ERIC
FullText Text:
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  Data: Brief periods of wakeful resting have a positive effect on memory consolidation. To test the impact of mindful breathing exercises on the retention of new knowledge in a science class, we assigned lab sessions of Anatomy and Physiology I and II randomly to the intervention group or control group. During teaching periods, the intervention group lab sessions integrated mindfulness breaks by having students participate in guided breathing exercises every 25-30 minutes. With one exception, the average scores on the weekly retention quizzes taken at the end of the lab sessions were higher for the intervention group compared with the control group for all quizzes in both Anatomy and Physiology I and II. However, there was no significant difference in the average score between the intervention and control groups on formal quizzes and exams. Future studies should evaluate whether mindfulness techniques, such as mindful breathing exercises, used before exams lead to improved exam scores.
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      – Text: English
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        PageCount: 6
        StartPage: 7
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Anatomy
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      – SubjectFull: Physiology
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      – SubjectFull: Science Instruction
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Intervention
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      – SubjectFull: Scores
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      – SubjectFull: Relaxation Training
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      – SubjectFull: Memory
        Type: general
      – SubjectFull: Outcomes of Treatment
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      – SubjectFull: Science Tests
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Student Surveys
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      – SubjectFull: Student Attitudes
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      – TitleFull: Can Mindfulness Practice Improve Short-Term Retention in a Science Course?
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