Effectiveness of Inquiry-Based Learning in an Undergraduate Exercise Physiology Course

Autor/inn/en	Nybo, Lars; May, Michael
Titel	Effectiveness of Inquiry-Based Learning in an Undergraduate Exercise Physiology Course
Quelle	In: Advances in Physiology Education, 39 (2015) 2, S.76-80 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00161.2014
Schlagwörter	Active Learning; Inquiry; Undergraduate Students; Physiology; Instructional Effectiveness; Instructional Innovation; Laboratory Experiments; Statistical Analysis; Qualitative Research; Interviews; Achievement Tests; Exercise Physiology; Metabolism; Teaching Methods; Intermode Differences; Questionnaires; Academic Achievement; Prior Learning; Time Factors (Learning); Student Surveys; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Aktives Lernen; Physiologie; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Laboratory work; Laborarbeit; Statistische Analyse; Qualitative Forschung; Interviewing; Interviewtechnik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sportphysiologie; Stoffwechsel; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Schulleistung; Vorkenntnisse; Schülerbefragung; Ausland; Dänemark
Abstract	The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42 ± 3 min, P < 0.05), and 65 ± 5% students in the I-based course searched for additional literature before experimentation compared with only 2 ± 1% students in the traditional course. Furthermore, students in the I-based course achieved a higher (P < 0.05) average score on the quantitative test (45 ± 3%) compared with students in the traditional course (31 ± 4%). Although students were unfamiliar with cardiorespiratory exercise physiology and the experimental methods before the course, it appears that an inquiry-based approach rather than one that provides students with step-by-step instructions may benefit learning outcomes in a laboratory physiology course. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01