O.I. Panasenko, V.P.
Burak, T.O. Samura Yu.V.Timoshik, I.V. Melnik, N.A. Postol, S.N. Kulish
Zaporozhye State Medical University
National University of the life and environmental sciences of Ukraine.
Modern methods of studying of Toxicological chemistry
at the medical universities.
Teachers in the
pedagogical and didactic theory encounter general guidelines for the innovation
of teaching, such as instruction should not be conceived as memorizing facts and
concepts, definitions and phenomena, individual differences among students
should be respected, student should be brought into a situation to develop
their knowledge, etc. But such demons do not trigger response it not observed
and re-shaped into precise and specific methodological guidelines aimed at
current programmed contact. The introduction of innovation will be facilitated
by providing complete didactic materials which will help teachers to apply
these innovations in practice more easily. The use of modern instructional
technology does not mean only modernization of the medical university with new
and modern teaching aids but providing clear guidelines for implementation of
the active forms and methods in the context of current educational contents.
The teacher must know how to combine modern methods, forms and methods of
teaching, or what the advantages and disadvantages of such models and
frameworks are, and in what frames they can be successfully applied in our
teaching practice.
In an attempt to
avoid generalized didactics and out of the desire to leave using teaching
methods, which can easily be transformed into routine practice and bare
practicing, the basic idea of the work was to show how to shape innovative
models of educational organization in teaching toxicological chemistry, i.e.
kind of effect they have on the success of students, or what dimensions the
teacher has to take into account in order to meet the frames of contemporary
teaching of toxicological chemistry.
The aim of the
work is to show the application of teaching methods used in the teaching
process in teaching the content area of toxicological chemistry as well as
their empirical confirmation by measuring the achievements of the student.
Intentional causes for this paper to be written can be found in the fact that
in our teaching are extremely rare, which is especially case n teaching the
area natural and synthesis poisons or, more precisely, toxin. Institutions of
higher education and training within the European union offer their own
proposals for the modernization of the educational process in our universities,
but only as example and ideas that need to be upgraded to suit the conditions
of our teaching practice. Models of learning and instruction for teaching
toxicology that will be proposed in this paper rely on the achievement of
teaching practice and campatille teaching subject in the countries of the
European Union under the title " Pharmaceutical Science"
The acceptance of
innovation and improvement of competencies must be the foundation of the
professional development of teachers, particularly in the areas of effective
instruction and management in the classroom, for the development of the desired
pupils competencies for a life the contemporary environment, as well as in the
goal of getting to an effective teaching and contemporary forms of learning in
practice.
Analyzing certain
theoretical positions we just wanted to find a foundation for shaping the
innovative models that will be subject to empirical verification, i.e. to
detect which teaching methods applied in teaching toxicological chemistry will
increase the success of student studying teaching toxicological chemistry, or
which will increase the ability to apply the knowledge students acquired?
Today there are
many modern theories of learning, as well as modern theories of teaching. The
generally include cognitive styles and strategies, multi-intelligence, critical
and creative thinking, role of motivation in learning, cooperative learning
interactive learning and ambient learning. New circumstances create new
learning that as more student-active self-conscious, creative,and autonomous.
We basically
start from the systematic-theoretical didactics that applies the methods and
procedures of system theory especially systematic thinking in order to solve
problems in a scientific, technical and ideological field. Due to the fact that
the purpose of the system theory is to analyze complex systems and prepare
technical measures for their effective action, teaching toxicological chemistry
here as regarded as a complex system consisting of a series of complex teaching
situations one of the objectives of this research is to discover the elements
of teaching situations, then to detect the relations between them, to
investigate the criteria under which they act and to lead them to raising the level of students success. For
system theoretical didactic it
doesn't matter which method will be applied, but the situation for learning is
important and it as important which operations a student must perform (observe,
learn, to remember).
Contemporary
educational and teaching practice in the application of teaching methods for
learning finds its asylum in those theories of learning which are putting the
focus on the activities of the students the importance of the discovery,
experience and events happening during the process of learning.
In the course of
the research three methods are used in teaching toxicological
chemistry-teaching inorganic poison-organic poisons-natural poisons: Their pharmacological
activity and primary structure: lecture method, slide demonstrations and
laboratory method.
Lecturing remains
one of the more popular methods to transmit information and ideas by teachers,
trainers and speakers. As students and audience participants we are quite
familiar with the approach. Lectures can be informative boring and overwhelming
depending on the compelling nature of the message and the presenter's style and
clarity of message. The lecture method usually is one-way communication and allows
for little or none audience participation. The result is audience
misunderstanding , lass of information and poor retention.
The traditional
didactic lecture method as "an oral presentation given to a class by the
teachers" while Ericson [1] stated that the lecture or didactic is the
method of teaching outside of manipulative work. Teachers are comfortable with
the traditional method because they remain in control of content and time [3].
Evidences from a
number of disciplines suggest that oral presentation to a large group of
passive students contributes very little to real learning. In physics, standard
oral-lecture does help most students develop conceptual understanding of
fundamental processes in electronic and in informatics. Similarly, students grades
in a large toxicological chemistry oral lecture course do not correlate with
the lecturing skills and experience of the instructor.
Despite the
limitations of traditional oral-lectures, introductory courses in toxicology
are forced offer high-enrolment introductory science courses. Many professors
who teach these courses feel that lecturing is their only option , and can only
dream of what they could accomplish in smaller classes.
However , there
is a small but growing group of science faculty members who have developed ways
to engage students in the process of thinking, questioning, and problem solving
despite the large class size.
It is important
to remember but the single overriding goal of a presentation is to provide
meaningful content in an entertaining way so that participants focus their
attention, understand material and are receptive to implementing new ideas back
home. The whole preparation, presentation and content of a lecture must
therefore be directed not to the speaker but to the audience needs and wants.
We encourage you to try some of the techniques provided so that your lectures
may be perceived as more interactive , understood, and remembered.
A side
demonstration is an act that a teacher shows and explains something to a class
by a prepared ppt teaching tool in Microsoft office software or classically
overhead. This can be used as any educational materials.
Carefully
material selected slide demonstrations are one of the ways of helping students
overcome misconceptions, and there are a variety of resources available [6].
Slide demonstrations can be very effective for illustrating concepts in the
class, but can result n passive learning without careful attention to engaging
students. They can provoke student to think by themselves and are especially
helpful is the slide demonstration has a surprise, challenges an assumption or
illustrates an otherwise abstract concept or mechanism. Slide demonstrations
can be very effective for illustrating concepts in the class, but can result in
passive learning without careful attention to engaging students. They can
provoke students to think by themselves and are especially helpful it the slide
demonstration has a surprise, challenges an assumption, or illustrates an
otherwise abstract concept or mechanism. Slide demonstrations that use everyday
objects are especially effective and require little preparation on the part of
faculty. Students interest is a peaked if they are asked to make predictions
and volk on the most probable outcome. There are numerous resources available
to pelp faculty design and conduct slide demonstrations.
Laboratory work
is the hallmark of education in science and technology based fields. Student
laboratories are a costly resource yet their educational potential is often not
fully realized in practice. It is timely that their design and delivery and the
forms of student assessment used be examined critically for their contribution
to high quality learning [8].
The first area of
study is the effectiveness of laboratory activities for promoting learning,
Practical work is a control theme of lessons in the medical and pharmaceutical
sciences [2.5].
Laboratory work
is seen as an integral part of most science courses and offers students a
learning environment that differs in many ways from the "
traditional" classroom setting [4].
It is important
to consider whether learning is more effective if the student do the student
experiments themselves or they watch the teacher demonstrating. Furthermore,
are either of these approaches more effective than the teacher simply
describing the student experiments to the students and telling them the
results? [7].
It is hard to
imagine learning about science, without doing laboratory and fieldwork .
Student experimentation underlies all scientific knowledge and understanding.
They provide students with opportunities to think about , discuss, and solve
real problems. No science can be properly taught without. Student experiments.
The students experiments should be the central part of science teaching. It
serves many purposes . Student experiments are performed to find relations
among concept or to verity hypothesis its in other lessons, in science lessons
the effectiveness is related to the use of teaching methods. Some methods may
use together for offering a topic. But, which method must take precedence to
increace student academic achievment and retention level?
The aim of this
study was to determine the effects of the usage sequential lecture method such
as didactic lecture, slide demonstration and laboratory student experiment on
the academic achievement and retention (remembrance ) level in teaching of
poisons ( synthetical and natural).
The results of
this study showed that academic achievement in lessons began with experiment or
slide demonstration was higher that lesson beginning with lecture method. In
science teaching, using laboratory student experiment or slide demonstration at
the beginning of the lesson attracts attention and motivation of students. But,
using oral-only lecture bores students and loses theirattention to it.
A laboratory
setting is a more conducive learning environment that lecture halls (especially
for large classes)as at provides students with real I life situations and a
chance to exercise their problem-solving skills. At the same and opportunities
for hands on experience, active thinking and knowledge reflection. In addition,
a teamwork environment encourages students to practice their interpersonal
skills as well as to nurture team spirit and leadership. Finally, oral
presentations provide an opportunity for students to sharpen their mental
response and presentation skills.
Аccording to this study's
results, retention ( remembrance) level in lesson beginning with experiment and
slide demonstration was higher that of beginning with lecture. Because, people
remembrance 10% of that they read, 20% of what they heard, 30% of what they saw
and 90% of what they had a hands on experience. Laboratory work is a hands on
experience [1].
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