Cross-Disciplinary Thermoregulation and Sweat Analysis Laboratory Experiences for Undergraduate Chemistry and Exercise Science Students

Autor/inn/en	Mulligan, Gregory; Taylor, Nichole; Glen, Mary; Tomlin, Dona; Gaul, Catherine A.
Titel	Cross-Disciplinary Thermoregulation and Sweat Analysis Laboratory Experiences for Undergraduate Chemistry and Exercise Science Students
Quelle	In: Advances in Physiology Education, 35 (2011) 2, S.206-212 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00067.2010
Schlagwörter	Feedback (Response); Student Attitudes; Focus Groups; Student Interests; Exercise Physiology; Laboratories; Science Instruction; Thermodynamics; Undergraduate Students; Chemistry; Concept Formation; Interdisciplinary Approach; Foreign Countries; Metabolism; Canada + Suchen Sie Ihr Suchwort? Schülerverhalten; Studieninteresse; Sportphysiologie; Laboratory; Laboratorium; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Thermodynamik; Chemie; Concept learning; Begriffsbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Stoffwechsel; Kanada
Abstract	Cross-disciplinary (CD) learning experiences benefit student understanding of concepts and curriculum by offering opportunities to explore topics from the perspectives of alternate fields of study. This report involves a qualitative evaluation of CD health sciences undergraduate laboratory experiences in which concepts and students from two distinct disciplines [chemistry (CHEM) and exercise physiology (EPHE)] combined to study exercise thermoregulation and sweat analysis. Twenty-eight senior BSc Kinesiology (EPHE) students and 42 senior BSc CHEM students participated as part of their mutually exclusive, respective courses. The effectiveness of this laboratory environment was evaluated qualitatively using written comments collected from all students as well as from formal focus groups conducted after the CD laboratory with a representative cohort from each class (n = 16 CHEM students and 9 EPHE students). An open coding strategy was used to analyze the data from written feedback and focus group transcripts. Coding topics were generated and used to develop five themes found to be consistent for both groups of students. These themes reflected the common student perceptions that the CD experience was valuable and that students enjoyed being able to apply academic concepts to practical situations as well as the opportunity to interact with students from another discipline of study. However, students also reported some challenges throughout this experience that stemmed from the combination of laboratory groups from different disciplines with limited modification to the design of the original, pre-CD, learning environments. The results indicate that this laboratory created an effective learning opportunity that fostered student interest and enthusiasm for learning. The findings also provide information that could inform subsequent design and implementation of similar CD experiences to enhance engagement of all students and improve instructor efficacy. (Contains 2 tables.) (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	2017/4/10