Use of concept mapping in an undergraduate introductory exercise physiology course. Henige, K. Advances in Physiology Education, 36(3):197–206, September, 2012. ![Use of concept mapping in an undergraduate introductory exercise physiology course [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and meaningful chunks and to teach them to recognize the patterns and regularities of physiology. Students are first introduced to concept mapping with a commonly relatable nonphysiology concept and are then assigned a series of maps that become more and more complex. Students map the acute response to a drop in blood pressure, the causes of the acute increase in stroke volume during cardiorespiratory exercise, and the factors contributing to an increase in maximal O2 consumption with cardiorespiratory endurance training. In the process, students draw the integrative nature of physiology, identify causal relationships, and learn about general models and core principles of physiology.
@article{henige_use_2012,
title = {Use of concept mapping in an undergraduate introductory exercise physiology course},
volume = {36},
issn = {1043-4046, 1522-1229},
url = {http://advan.physiology.org/content/36/3/197},
doi = {10.1152/advan.00001.2012},
abstract = {Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and meaningful chunks and to teach them to recognize the patterns and regularities of physiology. Students are first introduced to concept mapping with a commonly relatable nonphysiology concept and are then assigned a series of maps that become more and more complex. Students map the acute response to a drop in blood pressure, the causes of the acute increase in stroke volume during cardiorespiratory exercise, and the factors contributing to an increase in maximal O2 consumption with cardiorespiratory endurance training. In the process, students draw the integrative nature of physiology, identify causal relationships, and learn about general models and core principles of physiology.},
language = {en},
number = {3},
urldate = {2014-04-06},
journal = {Advances in Physiology Education},
author = {Henige, Kim},
month = sep,
year = {2012},
pmid = {22952258},
keywords = {general models, physiology education, teaching},
pages = {197--206},
}
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