Conference Tracks
Teaching Practices (Poster Only) – Analysis, synthesis, reflection, and discussion
Abstract
Integrating mindfulness into learning has shown to improve short-term retention of factual knowledge. Our research project integrated mindful breathing exercises into teaching sessions in Anatomy & Physiology classes. Half of our labs session stopped for 5-minute guided breathing exercises every 30-35 minutes during frontal teaching, the other half did not incorporate these sessions into the class. Students in all classes completed short quizzes that related to the material taught at the end of the lab session. Our hypothesis was that integrating mindfulness exercises would increase retention of the learned material.
Session Format
Poster
1
Location
Harborside Ballroom East
Recommended Citation
Weiss, Valerie; Sillevis, Rob; and Reuter, Peter, "Can mindfulness practice improve short-term retention in a science course?" (2020). SoTL Commons Conference. 80.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/80
Can mindfulness practice improve short-term retention in a science course?
Harborside Ballroom East
Integrating mindfulness into learning has shown to improve short-term retention of factual knowledge. Our research project integrated mindful breathing exercises into teaching sessions in Anatomy & Physiology classes. Half of our labs session stopped for 5-minute guided breathing exercises every 30-35 minutes during frontal teaching, the other half did not incorporate these sessions into the class. Students in all classes completed short quizzes that related to the material taught at the end of the lab session. Our hypothesis was that integrating mindfulness exercises would increase retention of the learned material.
