A Multidisciplinary Guided Practical on Type I Diabetes Engaging Students in Inquiry-Based Learning

Autor/inn/en	Mingueneau, M.; Chaix, A.; Scotti, N.; Chaix, J.; Reynders, A.; Hammond, C.; Thimonier, J.
Titel	A Multidisciplinary Guided Practical on Type I Diabetes Engaging Students in Inquiry-Based Learning
Quelle	In: Advances in Physiology Education, 39 (2015) 4, S.383-391 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00045.2015
Schlagwörter	Foreign Countries; Diabetes; Workshops; High School Students; Medical Research; Science Experiments; Therapy; Knowledge Level; Graduate Students; Models; Science Laboratories; Human Body; Questionnaires; Program Evaluation; Thinking Skills; Program Effectiveness; France + Suchen Sie Ihr Suchwort? Ausland; Lernwerkstatt; Schulung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Therapie; Wissensbasis; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Analogiemodell; Menschlicher Körper; Fragebogen; Programme evaluation; Programmevaluation; Denkfähigkeit; Frankreich
Abstract	In the present article, we describe a 3-day experimental workshop on type I diabetes aimed at helping high school students to understand how fundamental research on glycemia regulation contributes to the development of scientific knowledge and therapeutic strategies. The workshop engaged students in open-ended investigations and guided experiments. Each class was divided into three or four groups, with each group working with a trained doctoral student or postdoctoral fellow. During an initial questioning phase, students observed slides depicting the glycemia of individuals in various situations. Students identified hyperglycemic individuals relative to the average glycemia of the displayed population. Students were asked to devise a treatment for these diabetics. They quickly realized that they couldn't experiment on patients and understood the need for laboratory models. Each group gave ideas of experiments to perform. We then explained, taking into account their propositions, the protocols students could execute to address one of the following questions: Which criteria must an animal model of diabetes fulfill? How do pancreatic cells maintain glycemia? Is there a way to produce an insulin protein similar to the one released by human pancreatic cells? We used two different evaluation metrics of the workshop: a questionnaire filled out by the students before and after the workshop and a poster produced by students at the end of the workshop. We found that this educational approach successfully improved student awareness and understanding of the scientific reasoning and research process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01