Physiology of Exercise Laboratory Enhanced by Computer-Assisted Instruction and Inquiry-Based Investigation

在本科运动生理学实验室课程中，传统的教学策略使用大量代谢测量系统的演示，或者涉及简单地涉及确定描述性生理测量的实验室问题。这些教学策略往往不能培养学生较高的认知技能，也不能培养学生对科学过程的理解和欣赏。该项目正在采用俄勒冈大学使用的基于探究的计算机辅助策略，并将计算机辅助教学整合到实验室课程中，并开发基于探究的实验室调查。将购买8台计算机工作站，确保一个工作站不超过两名学生，并与代谢测量系统联网。此外，两个数据采集系统将连接到每个工作站，允许测量各种生理变量。代谢测量系统和数据采集系统的所有数据文件都将存储在服务器上。学生将能够访问以前从任何工作站收集的数据的大型数据库，或者有机会使用数据采集系统来操纵实验变量，该系统提供了“动手”体验。将开发探究式实验室实验，提供更少的指导，让学生更多地负责设计和组织他们自己的实验。这种教学策略强调科学探究的过程，如假设、设计和实施实验、组织和分析数据、从数据中得出和辩护结论。该项目的主要预期结果是在实验室课程中更多地注入技术，并增强更高的认知和科学处理技能。将对这一教学战略的有效性进行评估，结果将在专业会议上公布，并在国家科学教育期刊上发表。

Traditional teaching strategies in the undergraduate physiology of exercise laboratory course utilize numerous demonstrations of the metabolic measurement system or involve laboratory problems that simply involve determining descriptive physiological measures. These teaching strategies often fail to develop students' higher cognitive skills or their understanding and appreciation of the scientific process. This project is adapting an inquiry-based computer-assisted strategy used at the University of Oregon and integrating computer-assisted instruction into the laboratory course and develop inquiry-based laboratory investigations. Eight computer workstations will be acquired, ensuring no more than two students to a workstation, and networked with a metabolic measurement system. Also, two data acquisition systems will be interfaced to each workstation which allow measurement of a variety of physiological variables. All data files from the metabolic measurement system and data acquisition systems will be stored on the server. Students will be able to access a large database of previously collected data from any workstation, or have the opportunity to manipulate experimental variables using a data acquisition system providing "hands-on" experiences. Inquiry-based laboratory experiments will be developed which supply fewer instructions and place more responsibility on students to design and organize their own experiments. This teaching strategy emphasizes the scientific inquiry process, such as hypothesizing, designing and conducting the experiment, organizing and analyzing data, and drawing and defending conclusions from the data. The primary expected outcomes of this project are greater infusion of technology in the laboratory course and an enhancement of higher cognitive and scientific process skills. Effectiveness of this teaching strategy will be evaluated and the results presented at professional meetings and published in national science education journals.