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- W4386156965 abstract "Abstract One of the major challenges for health science students is the rapid acquisition of a new vocabulary in anatomy comprising several hundred new words. Research has shown that vocabulary learning can be improved when students are directed to vocabulary strategies. This paper reported a study with a formative intervention design inspired by Vygotsky’s method of double stimulation. In this design, the students were put in a structured situation that invited them to identify the challenges in learning anatomy and then provided them with active guidance and a range of anatomy vocabulary learning strategies that scaffolded them to work out a solution to the challenge and develop their individualized anatomy learning resources. The data were collected from surveys, pre- and post-quiz results, and group discussion transcripts. The results revealed students perceived one of the main challenges in learning anatomy was learning, memorizing and remembering many new words. A key finding in our study was that the formative intervention enhanced students’ agency in creating resources for learning anatomy vocabulary. In addition, the development of their understanding showed a recursive form: from concrete experiences to abstract concepts and then to concrete new practices." @default.
- W4386156965 created "2023-08-26" @default.
- W4386156965 creator A5024034678 @default.
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- W4386156965 date "2023-08-25" @default.
- W4386156965 modified "2023-10-16" @default.
- W4386156965 title "Enhancing students’ agency in learning anatomy vocabulary with a formative intervention design" @default.
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- W4386156965 doi "https://doi.org/10.21203/rs.3.rs-3283823/v1" @default.
- W4386156965 hasPublicationYear "2023" @default.
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