Long-Term Memory And Learning Through The Use Of Research Centered Teaching Method

AuthorNayer Rassaian
Accessioned Date2023-12-25T13:55:19Z
Available Date2023-12-25T13:55:19Z
Issued Date2001-03-31
AbstractThe present study aims at exploring the relation between long term memory and two teaching methods: Research-Centered Teaching and customary lecturing.  The promotion of exploratory thinking which  is provoked  in the Research­ Centered Teaching  Method  is considered  to lead to hypothetical research and analytical thinking among students.Two  separate  courses  in neurophysiology  at Tehran University of Medical Sciences and Health services  and  Iran  University  of Medical Sciences and Health  Services  were  selected for the study. 310  students  were  registered  on these  courses.Half the topics studied were randomly selected for Research-Centered   Teaching  and  the  other  half for  customary  lecturing   Thus,  each  course, consisting   of   28   hours   of  teaching,   was  split between these two methods.   All the students participated  in  a written  exam  at  the end  of  the course  and  filled  out  a  questionnaire   regarding which topic was more precisely remembered, the reasons  behind  that  and  also  their  motives  for more regular class attendance.81% of the students stated that the topics taught through the Research-Centered Method  were the ones they remembered best    This was proved in the analysis of the exam results (P
DOIhttps://doi.org/10.22037/jme.v1i1.975
URIhttps://repository.brieflands.com/handle/123456789/46004
Keywordlong-term memory
Keywordlearning
KeywordResearch-Centered Teaching Method
KeywordExploratory Thinking
KeywordMotivation
PublisherBrieflands
TitleLong-Term Memory And Learning Through The Use Of Research Centered Teaching Method
TypeResearch Article
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