Having fun and accepting challenges are natural instincts: jigsaw puzzles to challenge students and test their abilities while having fun! Hanna R. Rodenbaugh, Heidi L. Lujan, David W. Rodenbaugh and Stephen E. DiCarlo Advan in Physiol Edu 38:185-186, 2014. doi:10.1152/advan.00117.2013 You might find this additional info useful... Updated information and services including high resolution figures, can be found at: /content/38/2/185.full.html Additional material and information about Advances in Physiology Education can be found at: http://www.the-aps.org/publications/advan
This information is current as of February 17, 2015.
Downloaded from on February 17, 2015
Advances in Physiology Education is dedicated to the improvement of teaching and learning physiology, both in specialized courses and in the broader context of general biology education. It is published four times a year in March, June, September and December by the American Physiological Society, 9650 Rockville Pike, Bethesda MD 20814-3991. Copyright © 2014 by the American Physiological Society. ISSN: 1043-4046, ESSN: 1522-1229. Visit our website at http://www.the-aps.org/.
Adv Physiol Educ 38: 185–186, 2014; doi:10.1152/advan.00117.2013.
Illuminations
Having fun and accepting challenges are natural instincts: jigsaw puzzles to challenge students and test their abilities while having fun! Hanna R. Rodenbaugh,1 Heidi L. Lujan,2 David W. Rodenbaugh,3 and Stephen E. DiCarlo2 1
Andrew G. Schmidt Middle School, Fenton, Michigan; 2Department of Physiology, Wayne State University School of Medicine, Detroit, Michigan; and 3Department of Biomedical Sciences, Oakland University William Beaumont School of Medicine, Oakland, Michigan Submitted 4 October 2013; accepted in final form 21 January 2014
CROSSWORD PUZZLES,
Address for reprint requests and other correspondence: S. E. DiCarlo, Wayne State Univ. School of Medicine, 540 E. Canfield Ave., Detroit, MI 48201 (e-mail: [email protected]).
Downloaded from on February 17, 2015
hidden messages, word scrambles, word searches, card games, and “virtual” rats are used to motivate students, enhance their understanding of physiology, and foster logical thinking and problem-solving skills (1, 5–7). Similarly, jigsaw puzzles advance these attributes while also promoting the development of visual-spatial processing skills (9). The process of constructing the jigsaw picture begins with identifying visual clues to help students assemble the image. The visual cues also require that the student form a mental picture of how the image should look. In essence, the students generate a prediction of what they expect to see when the puzzle is complete. Ultimately, solving the jigsaw puzzle involves inquiry, discovery, abstract visualization, predictions, and troubleshooting. These visual-spatial and critical thinking skills are often cited as goals of active learning and represent the underpinnings of the spirit of science. Jigsaw puzzles are also effective because students are naturally curious with powerful intrinsic motives to challenge and test their knowledge. Specifically, as students learn, they acquire new knowledge and are eager to practice and test their abilities. Furthermore, because jigsaw puzzles are fun and challenging, students will endure and discover that persistence and grit are rewarded. Importantly, play and fun have a biological place just like sleep and dreams. Students also feel an enormous sense of accomplishment when they have completed the puzzle. Importantly, the reward of mastering a challenge builds confidence to take on subsequent challenges. Specifically, students get a real sense of success and satisfaction from their personal achievements and independent learning. To take advantage of our first-year medical students’ powerful intrinsic motives to challenge and test their knowledge, we printed every figure from our note package onto card stock paper. Using a commercially available, inexpensive puzzle maker (Sizzix Puzzle Maker Die no. 2; http://www.sizzix.com/ product/654992/sizzix-originals-die-puzzle-maker-2), we created six-piece jigsaw puzzles of each figure (Fig. 1). To increase the challenge, the final puzzle packs given to students consisted of 6 figures, resulting in a total of 36 pieces/pack. After each class, students received packets of puzzle pieces from the figures discussed that day. Students were required to construct the puzzle, tape the pieces together, and write a caption describing the figure. During this process, students were instructed to think about what they were learning, write
Fig. 1. Representative figure for one physiology jigsaw puzzle. Visual clues that help promote the assembly of the final puzzle include the units on the dependent axis, the phases of the action potential, and the ionic currents contributing to each phase of the action potential, e.g., iKto. Students are required to write a legend describing what the figure represents in their own words upon completion of each puzzle in the pack. The picture for the puzzle was obtained, with permission, from http://www.cvphysiology.com/ Arrhythmias/A006.htm.
about it, relate it to other figures, and apply it in an integrative context. Since extrinsic rewards or punishments (carrots or sticks) are well documented to suppress motivation and stifle creativity, no grade or consequence was associated with the activity; however, the professor read and commented on every puzzle. Student intrinsic motivation to perform the activity is the highest incentive possible. Intrinsic motivation, which reflects the highest degree of self-determination (10), includes actions and behaviors that are accomplished for the purpose of self-
1043-4046/14 Copyright © 2014 The American Physiological Society
185
Illuminations 186
LOGICAL THINKING AND PROBLEM-SOLVING SKILLS
fulfillment. Specifically, these actions and behaviors are carried out voluntarily for personal fulfillment and may or may not produce material rewards (11, 12). Intrinsic motivation has the most positive impact on school performance ranging from elementary schools (2– 4, 8, 12) to medical schools (13). The professor’s impressions and student comments indicated that jigsaw puzzles are fun, challenging, innovative, and rewarding educational materials that enhance and supplement the traditional lecture format. It is our view that jigsaw puzzles facilitated active learning, enhanced problem-solving skills, and encouraged group discussions. Specifically, students were eager to compare, contrast, and share their captions in a friendly, competitive atmosphere. Because the jigsaw puzzles also increased student involvement, motivation, and interest in the material, we recommend their use for enhancing and supplementing the traditional lecture format. DISCLOSURES No conflicts of interest, financial or otherwise, are declared by the author(s). AUTHOR CONTRIBUTIONS
REFERENCES 1. Bailey CM, Hsu CT, DiCarlo SE. Educational puzzles for understanding gastrointestinal physiology. Adv Physiol Educ 21: 1–18, 1999.
Advances in Physiology Education • doi:10.1152/advan.00117.2013 • http://advan.physiology.org
Downloaded from on February 17, 2015
Author contributions: H.R., H.L.L., D.R., and S.E.D. conception and design of research; H.R., H.L.L., D.R., and S.E.D. performed experiments; H.R., H.L.L., D.R., and S.E.D. analyzed data; H.R., H.L.L., D.R., and S.E.D. interpreted results of experiments; H.R., H.L.L., D.R., and S.E.D. prepared figures; H.R., H.L.L., D.R., and S.E.D. edited and revised manuscript; H.R., H.L.L., D.R., and S.E.D. approved final version of manuscript; S.E.D. drafted manuscript.
2. Deci EL, Schwartz A, Scheinman L, Ryan RM. An instrument to assess adult’s orientations toward control versus autonomy in children: reflections on intrinsic motivation and perceived competence. J Educ Psychol 73: 642– 650, 1981. 3. Faye C, Sharpe D. Academic motivation in university: the role of basic psychological needs and identity formation. Can J Behav 40: 189 –199, 2008. 4. Fortier MS, Vallerand RJ, Guay F. Academic motivation and school performance: toward a structural model. Contemp Educ Psychol 20: 257–274, 1995. 5. Hsu CT, Bailey CM, DiCarlo SE. “Virtual rat”: a tool for understanding hormonal regulation of gastrointestinal function. Adv Physiol Educ 21: 23–38, 1999. 6. Odenweller CM, Hsu CT, DiCarlo SE. Educational card games for understanding gastrointestinal physiology. Adv Physiol Educ 20: 78 – 84, 1998. 7. Odenweller CM, Hsu CT, Sipe E, Layshock JP, Varyani S, Rosian RL, DiCarlo SE. Laboratory exercise using “virtual rats” to teach endocrine physiology. Adv Physiol Educ 18: 24 – 40, 1997. 8. Pintrich PR, De Groot E. Motivational and self-regulated learning components of classroom academic performance. Educ Psychol 82: 50, 1990. 9. Richardson JT, Vecchi T. A jigsaw-puzzle imagery task for assessing active visuospatial processes in old and young people. Behav Res Methods Instrum Comput 34: 69 – 82, 2002. 10. Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol 55: 68 –78, 2000. 11. Vallerand RJ, Bissonnette R. Instrinsic, extrinsic, and amotivational styles as predictors of behavior: a prospective study. J Pers 60: 599 – 620, 1992. 12. Vallerand RJ, Pelletier LG, Blais MR, Brière NM, Senecal CB, Vallieres EF. The academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education. Educ Psychol Measure 52: 1003– 1017, 1992. 13. Williams GC, Deci EL. The importance of supporting autonomy in medical education. Ann Int Med 129: 303–308, 1998.
This information is current as of February 17, 2015.
Downloaded from on February 17, 2015
Advances in Physiology Education is dedicated to the improvement of teaching and learning physiology, both in specialized courses and in the broader context of general biology education. It is published four times a year in March, June, September and December by the American Physiological Society, 9650 Rockville Pike, Bethesda MD 20814-3991. Copyright © 2014 by the American Physiological Society. ISSN: 1043-4046, ESSN: 1522-1229. Visit our website at http://www.the-aps.org/.
Adv Physiol Educ 38: 185–186, 2014; doi:10.1152/advan.00117.2013.
Illuminations
Having fun and accepting challenges are natural instincts: jigsaw puzzles to challenge students and test their abilities while having fun! Hanna R. Rodenbaugh,1 Heidi L. Lujan,2 David W. Rodenbaugh,3 and Stephen E. DiCarlo2 1
Andrew G. Schmidt Middle School, Fenton, Michigan; 2Department of Physiology, Wayne State University School of Medicine, Detroit, Michigan; and 3Department of Biomedical Sciences, Oakland University William Beaumont School of Medicine, Oakland, Michigan Submitted 4 October 2013; accepted in final form 21 January 2014
CROSSWORD PUZZLES,
Address for reprint requests and other correspondence: S. E. DiCarlo, Wayne State Univ. School of Medicine, 540 E. Canfield Ave., Detroit, MI 48201 (e-mail: [email protected]).
Downloaded from on February 17, 2015
hidden messages, word scrambles, word searches, card games, and “virtual” rats are used to motivate students, enhance their understanding of physiology, and foster logical thinking and problem-solving skills (1, 5–7). Similarly, jigsaw puzzles advance these attributes while also promoting the development of visual-spatial processing skills (9). The process of constructing the jigsaw picture begins with identifying visual clues to help students assemble the image. The visual cues also require that the student form a mental picture of how the image should look. In essence, the students generate a prediction of what they expect to see when the puzzle is complete. Ultimately, solving the jigsaw puzzle involves inquiry, discovery, abstract visualization, predictions, and troubleshooting. These visual-spatial and critical thinking skills are often cited as goals of active learning and represent the underpinnings of the spirit of science. Jigsaw puzzles are also effective because students are naturally curious with powerful intrinsic motives to challenge and test their knowledge. Specifically, as students learn, they acquire new knowledge and are eager to practice and test their abilities. Furthermore, because jigsaw puzzles are fun and challenging, students will endure and discover that persistence and grit are rewarded. Importantly, play and fun have a biological place just like sleep and dreams. Students also feel an enormous sense of accomplishment when they have completed the puzzle. Importantly, the reward of mastering a challenge builds confidence to take on subsequent challenges. Specifically, students get a real sense of success and satisfaction from their personal achievements and independent learning. To take advantage of our first-year medical students’ powerful intrinsic motives to challenge and test their knowledge, we printed every figure from our note package onto card stock paper. Using a commercially available, inexpensive puzzle maker (Sizzix Puzzle Maker Die no. 2; http://www.sizzix.com/ product/654992/sizzix-originals-die-puzzle-maker-2), we created six-piece jigsaw puzzles of each figure (Fig. 1). To increase the challenge, the final puzzle packs given to students consisted of 6 figures, resulting in a total of 36 pieces/pack. After each class, students received packets of puzzle pieces from the figures discussed that day. Students were required to construct the puzzle, tape the pieces together, and write a caption describing the figure. During this process, students were instructed to think about what they were learning, write
Fig. 1. Representative figure for one physiology jigsaw puzzle. Visual clues that help promote the assembly of the final puzzle include the units on the dependent axis, the phases of the action potential, and the ionic currents contributing to each phase of the action potential, e.g., iKto. Students are required to write a legend describing what the figure represents in their own words upon completion of each puzzle in the pack. The picture for the puzzle was obtained, with permission, from http://www.cvphysiology.com/ Arrhythmias/A006.htm.
about it, relate it to other figures, and apply it in an integrative context. Since extrinsic rewards or punishments (carrots or sticks) are well documented to suppress motivation and stifle creativity, no grade or consequence was associated with the activity; however, the professor read and commented on every puzzle. Student intrinsic motivation to perform the activity is the highest incentive possible. Intrinsic motivation, which reflects the highest degree of self-determination (10), includes actions and behaviors that are accomplished for the purpose of self-
1043-4046/14 Copyright © 2014 The American Physiological Society
185
Illuminations 186
LOGICAL THINKING AND PROBLEM-SOLVING SKILLS
fulfillment. Specifically, these actions and behaviors are carried out voluntarily for personal fulfillment and may or may not produce material rewards (11, 12). Intrinsic motivation has the most positive impact on school performance ranging from elementary schools (2– 4, 8, 12) to medical schools (13). The professor’s impressions and student comments indicated that jigsaw puzzles are fun, challenging, innovative, and rewarding educational materials that enhance and supplement the traditional lecture format. It is our view that jigsaw puzzles facilitated active learning, enhanced problem-solving skills, and encouraged group discussions. Specifically, students were eager to compare, contrast, and share their captions in a friendly, competitive atmosphere. Because the jigsaw puzzles also increased student involvement, motivation, and interest in the material, we recommend their use for enhancing and supplementing the traditional lecture format. DISCLOSURES No conflicts of interest, financial or otherwise, are declared by the author(s). AUTHOR CONTRIBUTIONS
REFERENCES 1. Bailey CM, Hsu CT, DiCarlo SE. Educational puzzles for understanding gastrointestinal physiology. Adv Physiol Educ 21: 1–18, 1999.
Advances in Physiology Education • doi:10.1152/advan.00117.2013 • http://advan.physiology.org
Downloaded from on February 17, 2015
Author contributions: H.R., H.L.L., D.R., and S.E.D. conception and design of research; H.R., H.L.L., D.R., and S.E.D. performed experiments; H.R., H.L.L., D.R., and S.E.D. analyzed data; H.R., H.L.L., D.R., and S.E.D. interpreted results of experiments; H.R., H.L.L., D.R., and S.E.D. prepared figures; H.R., H.L.L., D.R., and S.E.D. edited and revised manuscript; H.R., H.L.L., D.R., and S.E.D. approved final version of manuscript; S.E.D. drafted manuscript.
2. Deci EL, Schwartz A, Scheinman L, Ryan RM. An instrument to assess adult’s orientations toward control versus autonomy in children: reflections on intrinsic motivation and perceived competence. J Educ Psychol 73: 642– 650, 1981. 3. Faye C, Sharpe D. Academic motivation in university: the role of basic psychological needs and identity formation. Can J Behav 40: 189 –199, 2008. 4. Fortier MS, Vallerand RJ, Guay F. Academic motivation and school performance: toward a structural model. Contemp Educ Psychol 20: 257–274, 1995. 5. Hsu CT, Bailey CM, DiCarlo SE. “Virtual rat”: a tool for understanding hormonal regulation of gastrointestinal function. Adv Physiol Educ 21: 23–38, 1999. 6. Odenweller CM, Hsu CT, DiCarlo SE. Educational card games for understanding gastrointestinal physiology. Adv Physiol Educ 20: 78 – 84, 1998. 7. Odenweller CM, Hsu CT, Sipe E, Layshock JP, Varyani S, Rosian RL, DiCarlo SE. Laboratory exercise using “virtual rats” to teach endocrine physiology. Adv Physiol Educ 18: 24 – 40, 1997. 8. Pintrich PR, De Groot E. Motivational and self-regulated learning components of classroom academic performance. Educ Psychol 82: 50, 1990. 9. Richardson JT, Vecchi T. A jigsaw-puzzle imagery task for assessing active visuospatial processes in old and young people. Behav Res Methods Instrum Comput 34: 69 – 82, 2002. 10. Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol 55: 68 –78, 2000. 11. Vallerand RJ, Bissonnette R. Instrinsic, extrinsic, and amotivational styles as predictors of behavior: a prospective study. J Pers 60: 599 – 620, 1992. 12. Vallerand RJ, Pelletier LG, Blais MR, Brière NM, Senecal CB, Vallieres EF. The academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education. Educ Psychol Measure 52: 1003– 1017, 1992. 13. Williams GC, Deci EL. The importance of supporting autonomy in medical education. Ann Int Med 129: 303–308, 1998.
