MASTERY OF FUNCTIONAL ANATOMY AND MEANINGFUL LEARNING IN INTRODUCTORY BIOMECHANICS
DOI:
https://doi.org/10.25119/praxis-8-15-704Abstract
Although there is a consensus that musculoskeletal anatomy is essential knowledge for learning biomechanical concepts, there are few studies that have documented the nature of this interdependence. A qualitative case study approach was used to identify how the applied knowledge of functional anatomy might influence meaningful learning of biomechanics. Thirteen physical education students enrolled in an introductory biomechanics course at a university, in Rio de Janeiro, Brazil, participated in this study. Meaningful learning theory was the major theoretical framework used in the study and content analysis of students’ learning activities were performed. Findings suggest that these students’ prior knowledge of functional anatomy was insufficient, fragmented, or missing, and these weaknesses in prerequisite knowledge and their approach to learning can be barriers to meaningful learning of biomechanical concepts.Downloads
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References
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AUSUBEL, D. P.; NOVAK, J. D.; HANESIAN, H. Educational psychology: a cognitive view. 2th ed. New York: Holt, Rinehart and Winston, 1978.
BARDIN, L. Análise de Conteúdo [Content Analysis]. 4th ed. Lisboa, Portugal: Edições 70, 2009.
BARLOW, D. A. (1997). Interactive approaches to the study to the dynamics of human anatomy. 1997. In: National Symposium on Teaching Biomechanics, 4., 1997, Denton. Proceedings… Denton, TX: Texas Woman’s University, 1997, p. 13-20.
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BELMONT, R. S.; KNUDSON, D.; LEMOS, E. S. Continuing Education in Biomechanics for Physical Education Teachers. International Journal of New Trends in Arts, Sports & Science Education, v. 3, n. 1, p. 14-21, 2014.
BERGMAN, E. M.; BRUIN, A. B. H.; HERRLER, A.; VERHEIJEN, I. W. H.; SCHERPBIER, A. J. J. A. Students’ perceptions of anatomy across the undergraduate problem-based learning medical curriculum: a phenomenographical study. BMC Medical education, v. 13, p. 152, 2013.
BRETON, H.; HERNANDEZ, J.; BELLO, F.; STRUTTON, P.; PURKAYASTHA, S.; FIRTH, T.; DARZI, A.; VAN DER VLEUTEN, C. P. M. Using multimedia and Web3D to enhance anatomy teaching. Computers & Education, v, 49, n. 1, p. 32-53, 2007.
GARCEAU, L., KNUDSON, D.; EBBEN, W. Fourth North American survey of undergraduate biomechanics instruction in kinesiology/exercise science. In: International Conference on Biomechanics in Sports, 29., 2011, Porto. Proceedings… Porto, Portugal: Portuguese Journal of Sport Science, 2011, v. 11 (Suppl. 2), p. 951-954.
GINNS, P.; FRASER, J. Personalization enhances learning anatomy terms. Medical Teacher, v. 32, n. 9, p.776-778, 2010.
HATZE, H. Letter: The meaning of the term ‘Biomechanics’. Journal of Biomechanics, v. 7, n. 2, p. 189-190, 1974.
KALMEY, J.; KULESZA, R. Medical school success strategies: proactive intervention examination. Medical Education, v.47, n. 1, p. 1119, 2013.
KNUDSON, D. Biomechanics concept inventory. Perceptual and Motor Skills, v. 103, n. 1, p. 81-82, 2006.
KNUDSON, D. Fundamentals of biomechanics. 2th ed. New York: Springer, 2007.
KNUDSON, D.; NOFFAL, G.; BAUER, J.; MCGINNIS, P.; BIRD, M.; CHOW, J.; BAHAMONDE, R.; BLACKWELL, J.; STROHMEYER, S.; ABENDROTH-SMITH, J. Development and evaluation of a biomechanics concept inventory. Sports Biomechanics, v. 2, n. 2, p. 267-277, 2003.
LEMOS, E. S. A aprendizagem significativa: estratégias facilitadoras e avaliação [Meaningful learning: facilitative strategies and evaluation]. Meaningful Learning Review, v. 1, n. 1, p. 25-35, 2011.
LEMOS, E. S. (Re)situando a teoria de aprendizagem significativa na prática docente, na formação de professores e nas investigações educativas em ciências [(Re)situating the meaningful learning theory in the teaching practice, in teacher preparation, and in research studies in science education]. Revista Brasileira de Pesquisa em Educação em Ciências, v. 5, n. 3, p. 38-51, 2005.
LÜDKE, M.; ANDRÉ, M. E. D. A. Pesquisa em educação: abordagens qualitativas [Educational research: qualitative aproaches]. 4th ed. São Paulo: EPU, 2013.
MILLER, S. A.; PERROTTI, W.; SILVERTHORN, D. U.; DALLEY, A. F.; RAREY, K. E. From college to clinic: reasoning over memorization is key for understanding anatomy. The Anatomical Record, v. 269, n. 2, p. 69-80, 2002.
MITCHELL, B. S.; MCCRORIE, P.; SEDGWICK, P. Student attitudes towards anatomy teaching and learning in a multiprofessional context. Medical Education, v. 38, n.7, p. 737-748, 2004.
NAGAR, S. K.; MALUKAR, O.; KUBAVAT, D.; PRAJAPATI, V.; GANATRA, D.; RATHWA, A. Students’ perception on anatomy teaching methodologies. National Journal of Medical Research, v. 2, n.1, p. 111-112, 2012.
PANDEY, P.; ZIMITAT, C. Medical students' learning of anatomy: memorization, understanding and visualization. Medical Education, v. 41, n. 1, p. 7-14, 2007.
POKHREL, R.; BHATNAGAR, R. Audiovisual use in anatomy laboratory facilitates learning. Medical Education, v. 47, n. 11, p. 1119-1120, 2013.
REZENDE, F.; GARCIA, M. A. C.; COLA, C. S. Desenvolvimento e avaliação de um sistema hipermídia que integra conceitos básicos de Mecânica, Biomecânica e Anatomia Humana [Development and evaluation of a hypermedia system that integrates basic concepts of mechanics, biomechanics and human anatomy]. Investigações em Ensino de Ciências, v. 11, n. 2, p. 239-259, 2006.
SMITH, C. F.; MATHIAS, H. S. Medical students’ approaches to learning anatomy: students’ experiences and relations to the learning environment. Clinical Anatomy, v.23, n. 1, p. 106-114, 2010.
TERRELL, M. Anatomy of learning: instructional design principles for the anatomical sciences. The Anatomical Record, v. 289, n. 6, p. 252-260, 2006.
