AN INQUIRY-BASED LEARNING MODEL FOR AN EXERCISE PHYSIOLOGY LABORATORY COURSE
1 Department of Exercise and Nutritional Sciences 2 School of Teacher Education 3 Department of Biology, San Diego State University, San Diego, California 921827251 We developed an inquiry-based learning model to better stimulate undergraduate students cognitive development of exercise physiology...
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| Veröffentlicht in: | Advances in physiology education 2001-06, Vol.25 (2), p.45-50 |
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| container_issue | 2 |
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| container_title | Advances in physiology education |
| container_volume | 25 |
| creator | Kolkhorst, Fred W Mason, Cheryl L DiPasquale, Dana M Patterson, Patricia Buono, Michael J |
| description | 1 Department of Exercise and Nutritional Sciences
2 School of Teacher Education
3 Department of Biology, San Diego State University, San Diego, California 921827251
We developed an inquiry-based learning model to better stimulate undergraduate students cognitive development of exercise physiology laboratory concepts. The course core is the two independent research projects that students, working in small groups, complete during the last 9 wk of the semester. Student groups develop their own research question and hypothesis, design the experiment, collect and analyze the data, and report their findings to the rest of the class using presentation software. To help with success of the research projects, students are taken through a series of guided-inquiry laboratory activities during the initial 6 wk of the semester to develop laboratory skills and an understanding of the scientific process. Observations of student behaviors reflected a high level of enthusiasm and engagement in laboratory activities. Surveys, journal entries, and interviews indicated that students felt empowered by having ownership in their projects, which may be the key reason for the success of this model.
Key words: active learning; instruction; problem-based learning |
| doi_str_mv | 10.1152/advances.2001.25.2.45 |
| format | Article |
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2 School of Teacher Education
3 Department of Biology, San Diego State University, San Diego, California 921827251
We developed an inquiry-based learning model to better stimulate undergraduate students cognitive development of exercise physiology laboratory concepts. The course core is the two independent research projects that students, working in small groups, complete during the last 9 wk of the semester. Student groups develop their own research question and hypothesis, design the experiment, collect and analyze the data, and report their findings to the rest of the class using presentation software. To help with success of the research projects, students are taken through a series of guided-inquiry laboratory activities during the initial 6 wk of the semester to develop laboratory skills and an understanding of the scientific process. Observations of student behaviors reflected a high level of enthusiasm and engagement in laboratory activities. Surveys, journal entries, and interviews indicated that students felt empowered by having ownership in their projects, which may be the key reason for the success of this model.
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2 School of Teacher Education
3 Department of Biology, San Diego State University, San Diego, California 921827251
We developed an inquiry-based learning model to better stimulate undergraduate students cognitive development of exercise physiology laboratory concepts. The course core is the two independent research projects that students, working in small groups, complete during the last 9 wk of the semester. Student groups develop their own research question and hypothesis, design the experiment, collect and analyze the data, and report their findings to the rest of the class using presentation software. To help with success of the research projects, students are taken through a series of guided-inquiry laboratory activities during the initial 6 wk of the semester to develop laboratory skills and an understanding of the scientific process. Observations of student behaviors reflected a high level of enthusiasm and engagement in laboratory activities. Surveys, journal entries, and interviews indicated that students felt empowered by having ownership in their projects, which may be the key reason for the success of this model.
Key words: active learning; instruction; problem-based learning</description><subject>Curriculum</subject><subject>Exercise</subject><subject>Humans</subject><subject>Models, Educational</subject><subject>Physiology - education</subject><subject>Problem-Based Learning - organization & administration</subject><issn>1043-4046</issn><issn>1522-1229</issn><issn>1522-1229</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2001</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqFkM1O4zAUhS0E4v8RZpQVG5Tge2vnZxlKCpFCA2kr0ZXlxg4NSkmI25np209KC6wQK1_rft-xdQj5BdQB4Hgl1R_5mmvjIKXgIHfQYXyPHHc7tAEx2O9myno2o8w9IifGvFBKPeb3DskRgI8MfPeYJOHQioePkzib2tfhKLqxkijMhvHw1rpPb6LEGqSZ1THRU5T141FkPdxNR3GapLdTKwmv0ywcp9nU6qeTbBSdkYNCVkaf785TMhlE4_6d3eFxP0zsnIG3tH3OZ4pprrHgOXrdVRZBwFAFikLOXHQBgUsFslCFCnq5olxTmM18hegyt3dKLra5TVu_rbRZikVpcl1V8lXXKyM8ZEh96v0Igg-cId-AfAvmbW1MqwvRtOVCtmsBVGz6Fh99i03fArlAwXjn_d49sJottPqydgV3ANsC8_J5_rdstWjma1PWVf28FoNVVY31v-U2fJcpGlV02uX3mnxp3oXPX_wHOUyZsQ</recordid><startdate>20010601</startdate><enddate>20010601</enddate><creator>Kolkhorst, Fred W</creator><creator>Mason, Cheryl L</creator><creator>DiPasquale, Dana M</creator><creator>Patterson, Patricia</creator><creator>Buono, Michael J</creator><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7TS</scope><scope>7X8</scope></search><sort><creationdate>20010601</creationdate><title>AN INQUIRY-BASED LEARNING MODEL FOR AN EXERCISE PHYSIOLOGY LABORATORY COURSE</title><author>Kolkhorst, Fred W ; Mason, Cheryl L ; DiPasquale, Dana M ; Patterson, Patricia ; Buono, Michael J</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c417t-855bd4e5e2f5c27855af9942d9d01c46261215ad1afdfd93cd05e01bb8d226463</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2001</creationdate><topic>Curriculum</topic><topic>Exercise</topic><topic>Humans</topic><topic>Models, Educational</topic><topic>Physiology - education</topic><topic>Problem-Based Learning - organization & administration</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kolkhorst, Fred W</creatorcontrib><creatorcontrib>Mason, Cheryl L</creatorcontrib><creatorcontrib>DiPasquale, Dana M</creatorcontrib><creatorcontrib>Patterson, Patricia</creatorcontrib><creatorcontrib>Buono, Michael J</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Physical Education Index</collection><collection>MEDLINE - Academic</collection><jtitle>Advances in physiology education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kolkhorst, Fred W</au><au>Mason, Cheryl L</au><au>DiPasquale, Dana M</au><au>Patterson, Patricia</au><au>Buono, Michael J</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>AN INQUIRY-BASED LEARNING MODEL FOR AN EXERCISE PHYSIOLOGY LABORATORY COURSE</atitle><jtitle>Advances in physiology education</jtitle><addtitle>Adv Physiol Educ</addtitle><date>2001-06-01</date><risdate>2001</risdate><volume>25</volume><issue>2</issue><spage>45</spage><epage>50</epage><pages>45-50</pages><issn>1043-4046</issn><issn>1522-1229</issn><eissn>1522-1229</eissn><abstract>1 Department of Exercise and Nutritional Sciences
2 School of Teacher Education
3 Department of Biology, San Diego State University, San Diego, California 921827251
We developed an inquiry-based learning model to better stimulate undergraduate students cognitive development of exercise physiology laboratory concepts. The course core is the two independent research projects that students, working in small groups, complete during the last 9 wk of the semester. Student groups develop their own research question and hypothesis, design the experiment, collect and analyze the data, and report their findings to the rest of the class using presentation software. To help with success of the research projects, students are taken through a series of guided-inquiry laboratory activities during the initial 6 wk of the semester to develop laboratory skills and an understanding of the scientific process. Observations of student behaviors reflected a high level of enthusiasm and engagement in laboratory activities. Surveys, journal entries, and interviews indicated that students felt empowered by having ownership in their projects, which may be the key reason for the success of this model.
Key words: active learning; instruction; problem-based learning</abstract><cop>United States</cop><pmid>11824186</pmid><doi>10.1152/advances.2001.25.2.45</doi><tpages>6</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1043-4046 |
| ispartof | Advances in physiology education, 2001-06, Vol.25 (2), p.45-50 |
| issn | 1043-4046 1522-1229 1522-1229 |
| language | eng |
| recordid | cdi_pubmed_primary_11824186 |
| source | MEDLINE; American Physiological Society Paid; EZB-FREE-00999 freely available EZB journals |
| subjects | Curriculum Exercise Humans Models, Educational Physiology - education Problem-Based Learning - organization & administration |
| title | AN INQUIRY-BASED LEARNING MODEL FOR AN EXERCISE PHYSIOLOGY LABORATORY COURSE |
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