Combining Novel Research and Community-Engaged Learning in an Undergraduate Physiology Laboratory Course

Autor/inn/en	Woodley, Sarah K.; Freeman, Peter E.; Ricketts, Tiffany D.
Titel	Combining Novel Research and Community-Engaged Learning in an Undergraduate Physiology Laboratory Course
Quelle	In: Advances in Physiology Education, 43 (2019) 2, S.110-120 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00177.2018
Schlagwörter	Educational Research; Community Involvement; Undergraduate Study; Undergraduate Students; Physiology; Service Learning; Laboratory Experiments; Civics; Critical Thinking; Summer Science Programs; Science Instruction; College Science; Scientific Attitudes; Science Process Skills; Water Quality; Scientific Literacy; Student Research; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Grundstudium; Physiologie; Service-Learning; Laboratory work; Laborarbeit; Staatsbürgerkunde; Kritisches Denken; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wasserqualität; Studentenforschung
Abstract	To better prepare physiology students for 21st century careers, we incorporated classroom-based undergraduate research experiences and service learning/community-engaged learning (SLCE) into a college-level physiology laboratory course. The interventions were incorporated over 4 yr and assessed using validated surveys of student-reported learning gains related to attitudes toward science, the scientific process, and career paths. Students reported the greatest learning gains in those years when students did novel research oriented around a common theme of water quality. The gains were greater than those of a matched cohort that participated in an apprentice-style summer undergraduate research experience. With respect to the SLCE related to youth science literacy, students provided evidence of learning related to academics, personal growth, and civic mindedness. For example, many expressed discomfort about being in a new situation, often describing the differences between themselves and the youth with whom they interacted. However, students also grew in confidence about collaborating with people who were different from them and in their role as the "scientist." Limitations of the study include the quasi-experimental design and the incorporation of multiple interventions at the same time. Future studies should examine improvement in content acquisition and competency-based learning skills. Nonetheless, these results suggest that both novel research and SLCE increase student learning in the context of an undergraduate physiology laboratory course. Many of the learning gains observed with the SLCE are particularly important for physiology students, many of whom aspire to careers in health sciences, where they will be regularly working with nonscientists. (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: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01