Effectiveness of inquiry-based learning in an undergraduate exercise physiology course

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Effectiveness of inquiry-based learning in an undergraduate exercise physiology course. / Nybo, Lars; May, Michael.

In: Advances in Physiology Education, Vol. 39, No. 2, 2015, p. 76-80.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Nybo, L & May, M 2015, 'Effectiveness of inquiry-based learning in an undergraduate exercise physiology course', Advances in Physiology Education, vol. 39, no. 2, pp. 76-80. https://doi.org/10.1152/advan.00161.2014

APA

Nybo, L., & May, M. (2015). Effectiveness of inquiry-based learning in an undergraduate exercise physiology course. Advances in Physiology Education, 39(2), 76-80. https://doi.org/10.1152/advan.00161.2014

Vancouver

Nybo L, May M. Effectiveness of inquiry-based learning in an undergraduate exercise physiology course. Advances in Physiology Education. 2015;39(2):76-80. https://doi.org/10.1152/advan.00161.2014

Author

Nybo, Lars ; May, Michael. / Effectiveness of inquiry-based learning in an undergraduate exercise physiology course. In: Advances in Physiology Education. 2015 ; Vol. 39, No. 2. pp. 76-80.

Bibtex

@article{46023d99cc9249ea9057ff65a294dc5b,
title = "Effectiveness of inquiry-based learning in an undergraduate exercise physiology course",
abstract = "The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42 ± 3 min, P < 0.05), and 65 ± 5% students in the I-based course searched for additional literature before experimentation compared with only 2 ± 1% students in the traditional course. Furthermore, students in the I-based course achieved a higher (P < 0.05) average score on the quantitative test (45 ± 3%) compared with students in the traditional course (31 ± 4%). Although students were unfamiliar with cardiorespiratory exercise physiology and the experimental methods before the course, it appears that an inquiry-based approach rather than one that provides students with step-by-step instructions may benefit learning outcomes in a laboratory physiology course.",
author = "Lars Nybo and Michael May",
note = "CURIS 2015 NEXS 196",
year = "2015",
doi = "10.1152/advan.00161.2014",
language = "English",
volume = "39",
pages = "76--80",
journal = "American Journal of Physiology - Advances in Physiology Education",
issn = "1043-4046",
publisher = "American Physiological Society",
number = "2",

}

RIS

TY - JOUR

T1 - Effectiveness of inquiry-based learning in an undergraduate exercise physiology course

AU - Nybo, Lars

AU - May, Michael

N1 - CURIS 2015 NEXS 196

PY - 2015

Y1 - 2015

N2 - The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42 ± 3 min, P < 0.05), and 65 ± 5% students in the I-based course searched for additional literature before experimentation compared with only 2 ± 1% students in the traditional course. Furthermore, students in the I-based course achieved a higher (P < 0.05) average score on the quantitative test (45 ± 3%) compared with students in the traditional course (31 ± 4%). Although students were unfamiliar with cardiorespiratory exercise physiology and the experimental methods before the course, it appears that an inquiry-based approach rather than one that provides students with step-by-step instructions may benefit learning outcomes in a laboratory physiology course.

AB - The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42 ± 3 min, P < 0.05), and 65 ± 5% students in the I-based course searched for additional literature before experimentation compared with only 2 ± 1% students in the traditional course. Furthermore, students in the I-based course achieved a higher (P < 0.05) average score on the quantitative test (45 ± 3%) compared with students in the traditional course (31 ± 4%). Although students were unfamiliar with cardiorespiratory exercise physiology and the experimental methods before the course, it appears that an inquiry-based approach rather than one that provides students with step-by-step instructions may benefit learning outcomes in a laboratory physiology course.

U2 - 10.1152/advan.00161.2014

DO - 10.1152/advan.00161.2014

M3 - Journal article

C2 - 26031722

VL - 39

SP - 76

EP - 80

JO - American Journal of Physiology - Advances in Physiology Education

JF - American Journal of Physiology - Advances in Physiology Education

SN - 1043-4046

IS - 2

ER -

ID: 138469657