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HOW WE TEACH

USING MANIPULATIVES TO IMPROVE LEARNING IN THE UNDERGRADUATE NEUROPHYSIOLOGY CURRICULUM

Department of Biological Sciences, Youngstown State University, Youngstown Ohio 44555

Address for reprint requests and other correspondence: J. Krontiris-Litowitz, Dept. of Biological Sciences, Youngstown State University, One University Plaza, Youngstown OH 44555 (E-mail: jkrontirislitowitz{at}ysu.edu)

Educational research has demonstrated that the use of concrete objects or manipulatives in the classroom enhances problem-solving skills and conceptual learning. This project examines the use of manipulatives in a neurophysiology curriculum and assesses their effectiveness on student comprehension. Three activities, building an ion channel, building a nerve cell, and passive membrane properties, were developed using modeling clay and beads as manipulatives. Their effect on learning was assessed in a neurobiology class that had been divided into an experimental group that worked with manipulative-based activities and a control group that did not. After the experimental group had completed the manipulative activity, both groups were given a quiz. Students who had used manipulatives scored significantly better than those who had not. In a second study, students were given a quiz before and after completing a manipulative activity. Students who had used manipulatives showed the greatest grade improvement. These studies suggest that manipulative activities can be used to enhance learning in the neurophysiology curriculum.

Key words: active learning; conceptual models; constructivism

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