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

传统的教学策略在本科生生理学运动实验室课程利用代谢测量系统的众多演示或涉及实验室的问题，只是涉及确定描述性的生理措施。这些教学策略往往不能培养学生更高的认知技能或他们对科学过程的理解和欣赏。该项目正在采用俄勒冈州大学使用的以调查为基础的计算机辅助战略，并将计算机辅助教学纳入实验室课程，发展以调查为基础的实验室调查。 将获得八个计算机工作站，确保不超过两个学生到一个工作站，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。来自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以前收集的数据的大型数据库，或者有机会使用数据采集系统提供“动手”体验来操纵实验变量。将开发基于探究的实验室实验，这些实验提供更少的指令，并将更多的责任交给学生来设计和组织自己的实验。这种教学策略强调科学探究过程，如假设，设计和进行实验，组织和分析数据，并从数据中得出结论和辩护。该项目的主要预期成果是在实验室课程中注入更多的技术，并提高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，并在专业会议上介绍评估结果，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.