A group of teachers from Northeast Brazil developed a model of membrane potentials and action potential and tested the hypothesis that using the peer-instruction model would provide a better performance for students in reading traditional texts and lectures. The results were obtained from 357 students from 20 different courses in 9 different undergraduate programs. All students attended two 100-min theoretical lecture and, at the end of the second lecture, were asked to answer a multiple-choice question (a pretest). In the following lecture, students were divided into three groups: control, text, and model. At the end of the lecture, everyone responded to a posttest. Student performance in the pretest did not differ significantly between groups. In the comparison between the pretest and the posttest, students in the model and text groups significantly improved their performance, but there was no improvement in the control group. In the posttest, the model group presented a better performance than the control group. In the evaluation of the strategies used, 46% of the students indicated that the text would be very useful to remind them about the subject in the future, whereas 80% of those who used the model indicated that it would be very useful or extremely useful. useful. Although it was not possible to support the hypothesis conclusively, the performance model group, at least in part, was due to the use of active methodologies that constitute a differential in the teaching-learning process.

中文翻译：

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使用具有同伴指导的模型对膜电位和动作电位的教导的效果。

来自巴西东北部的一组教师开发了膜电位和动作电位的模型，并检验了以下假设：使用同伴教学模型可以为学生阅读传统课文和讲座提供更好的表现。结果来自9个不同的本科课程的20个不同课程的357名学生。所有学生参加了两次100分钟的理论讲座，在第二节讲座结束时，被要求回答多项选择题（预测试）。在接下来的讲座中，学生分为三组：控件，文本和模型。讲座结束时，每个人都对后测做出了回应。两组之间学生在预测中的表现没有显着差异。在前测和后测的比较中，模型和文本组中的学生的成绩显着提高，但对照组没有任何改善。在后期测试中，模型组的表现优于对照组。在评估所用策略时，有46％的学生表示该文本对于将来提醒他们有关该主题将非常有用，而使用该模型的人中有80％表示该模型将非常有用或非常有用。有用。尽管不可能完全支持该假设，但绩效模型组至少部分是由于使用了主动教学法，这些教学法在教学过程中构成了差异。模型组的表现优于对照组。在评估所使用的策略时，46％的学生表示该文本对于将来提醒他们有关该主题将非常有用，而使用该模型的人中有80％表示该模型将非常有用或非常有用。有用。尽管不可能完全支持该假设，但绩效模型组至少部分是由于使用了主动教学法，这些教学法在教学过程中构成了差异。模型组的表现优于对照组。在评估所用策略时，有46％的学生表示该文本对于将来提醒他们有关该主题将非常有用，而使用该模型的人中有80％表示该模型将非常有用或非常有用。有用。尽管不可能完全支持该假设，但绩效模型组至少部分是由于使用了主动教学法，这些教学法在教学过程中构成了差异。