Investigative use of three-dimensional models in Embryology teaching: A pedagogical approach based on active learning
DOI:
https://doi.org/10.33448/rsd-v15i4.50971Keywords:
Embryology, Higher Education, Learning, Teaching.Abstract
The teaching of Embryology presents challenges related to the understanding of dynamic and three-dimensional processes. The use of three-dimensional models has been widely employed as a teaching resource to facilitate visualization. However, it remains unclear whether the potential of these representations is limited to observation or whether it can be expanded when they are used as tools for investigating developmental events. This study aims to describe and analyze a pedagogical proposal based on the investigative use of three-dimensional models representing developmental processes in an Embryology class, integrated into lecture-based sessions, with the purpose of promoting greater attention, participation, and understanding of the sequence of developmental events. This is a qualitative experience report conducted with undergraduate students in the health field. The activity involved the use of unlabeled models, following theoretical instruction, challenging students to identify the represented processes, place them within the temporal sequence, and reconstruct the stages of development. Students were organized into groups and were allowed to use different support resources during the investigation, while the instructor acted as a mediator throughout the activity. The results indicated high levels of engagement, active participation, and the mobilization of learning strategies, evidenced by peer interaction, autonomous information-seeking, and the collective reconstruction of developmental processes. It is concluded that the pedagogical potential of three-dimensional models does not lie solely in their tridimensionality, but in how they are mobilized within the teaching process, enhancing their role as investigative tools and fostering more active learning in Embryology education.
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