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

传统的本科运动生理学实验课程的教学策略是利用大量的代谢测量系统演示，或者涉及简单地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更高的认知技能，也不能培养他们对科学过程的理解和欣赏。本项目采用俄勒冈大学采用的基于探究式的计算机辅助教学策略，将计算机辅助教学整合到实验课程中，发展基于探究式的实验研究。将获得8个计算机工作站，确保一个工作站不超过2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将存储在服务器上。学生将能够从任何工作站访问先前收集的数据的大型数据库，或者有机会使用提供“动手”体验的数据采集系统操作实验变量。探究性实验将会发展，提供较少的指导，让学生有更多的责任设计和组织自己的实验。这种教学策略强调科学探究的过程，如假设、设计和进行实验、组织和分析数据、从数据中得出结论和捍卫结论。该项目的主要预期结果是在实验课程中更多地注入技术，并提高更高的认知和科学过程技能。该教学策略的有效性将被评估，结果将在专业会议上发表，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.