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30. Students' Motivation toward Laboratory Work in Physiology Teaching

Author

Dohn, Niels Bonderup, Fago, Angela, Overgaard, Johannes, Madsen, Peter Teglberg, and Malte, Hans

Abstract

The laboratory has been given a central role in physiology education, and teachers report that it is motivating for students to undertake experimental work on live animals or measuring physiological responses on the students themselves. Since motivation is a critical variable for academic learning and achievement, then we must concern ourselves with questions that examine how students engage in laboratory work and persist at such activities. The purpose of the present study was to investigate how laboratory work influences student motivation in physiology. We administered the Lab Motivation Scale to assess our students' levels of interest, willingness to engage (effort), and confidence in understanding (self-efficacy). We also asked students about the role of laboratory work for their own learning and their experience in the physiology laboratory. Our results documented high levels of interest, effort, and self-efficacy among the students. Correlation analyses were performed on the three motivation scales and exam results, yet a significant correlation was only found between self-efficacy in laboratory work and academic performance at the final exam. However, almost all students reported that laboratory work was very important for learning difficult concepts and physiological processes (e.g., action potential), as the hands-on experiences gave a more concrete idea of the learning content and made the content easier to remember. These results have implications for classroom practice as biology students find laboratory exercises highly motivating, despite their different personal interests and subject preferences. This highlights the importance of not replacing laboratory work by other nonpractical approaches, for example, video demonstrations or computer simulations.

Published
2016
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38. Thermal limits of life and death in ectotherms: implications for predicting species distributions

Author

Ørsted, Michael and Overgaard, Johannes

Abstract

Mechanistic models predicting how ectotherms will respond to global warming have mostly relied on critical thermal limits measuring coma or death (CTmax and CTmin). However, this is too simplistic for at least two reasons; 1) using a single measure of thermal limits ignores the effect of duration of thermal stress, which is especially relevant given predicted increases in seasonal and diurnal temperature variation, and 2) many organisms lose fertility at sublethal temperatures, impacting population persistence. Some of these issues have recently been resolved by (re)introducing the Thermal Death Time (TDT) model describing the exponential relationship between duration and severity of thermal stress exposure. TDTs have been validated in several ectotherm species for heat stress mortality, but whether sublethal traits follow the same time-temperature relationships remains unresolved. Here we test how lethal thermal limits and limits to reproductive traits depend on duration and intensity of high temperature stress in an agricultural pest species, Drosophila suzukii. We demonstrate that all investigated traits follow an exponential relationship between time and temperature but with different thermal sensitivities. The duration of thermal stress resulting in fertility loss are consistently lower than the duration causing mortality across all stressful temperatures. This suggests that many organisms may be more vulnerable to high temperatures than currently expected, and that thermal fertility limits could be better than lethal thermal limits for predicting how global warming will affect changes in distributions and abundances of ectotherm organisms.

Published
2023

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