An Experiential-Learning Lesson to Encourage Teamwork and Healthy Practices

Many careers require individuals to work together as a team. However, group work or teamwork is often met with resistance in an academic setting, and students can struggle to learn the skills associated with collaboration. I present a lesson that has the overarching goal of helping students practice...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Jamie L. Brusa
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/eb28601ce7ac490ab05f63dc96c00498
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:eb28601ce7ac490ab05f63dc96c00498
record_format	dspace
spelling	oai:doaj.org-article:eb28601ce7ac490ab05f63dc96c004982021-11-15T15:04:28ZAn Experiential-Learning Lesson to Encourage Teamwork and Healthy Practices10.1128/jmbe.v20i2.16681935-78851935-7877https://doaj.org/article/eb28601ce7ac490ab05f63dc96c004982019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i2.1668https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Many careers require individuals to work together as a team. However, group work or teamwork is often met with resistance in an academic setting, and students can struggle to learn the skills associated with collaboration. I present a lesson that has the overarching goal of helping students practice and learn to make healthy lifestyle choices in the context of experiential learning. Additional learning objectives are to help students understand the physiological processes related to heart disease, practice effective prevention of this medical ailment, and encourage teamwork. Students received a risk score calculated from a randomized combination of hypothetical lifestyle characteristics that affect heart disease risk. Students then spent time outside of class gaining points against their assigned risk score by engaging in specific healthy lifestyle choices outlined on their score sheet. In unannounced pretests and posttests, students showed significant learning gains related to the physiological mechanisms and preventative agents of heart disease. Practicing proper diet, physical activity, and teamwork during adolescence and early adulthood contributes to the integration of these essential healthy habits throughout adulthood. Many students reported that collaboration among the group was a key component in overcoming the challenges associated with completing heart disease prevention actions on their score sheets. The lesson promotes creativity and the building of a support network to lower their risk scores, and it provides them with the opportunity to synthesize information and evaluate their performance in the activity.Jamie L. BrusaAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 2 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Jamie L. Brusa An Experiential-Learning Lesson to Encourage Teamwork and Healthy Practices
description	Many careers require individuals to work together as a team. However, group work or teamwork is often met with resistance in an academic setting, and students can struggle to learn the skills associated with collaboration. I present a lesson that has the overarching goal of helping students practice and learn to make healthy lifestyle choices in the context of experiential learning. Additional learning objectives are to help students understand the physiological processes related to heart disease, practice effective prevention of this medical ailment, and encourage teamwork. Students received a risk score calculated from a randomized combination of hypothetical lifestyle characteristics that affect heart disease risk. Students then spent time outside of class gaining points against their assigned risk score by engaging in specific healthy lifestyle choices outlined on their score sheet. In unannounced pretests and posttests, students showed significant learning gains related to the physiological mechanisms and preventative agents of heart disease. Practicing proper diet, physical activity, and teamwork during adolescence and early adulthood contributes to the integration of these essential healthy habits throughout adulthood. Many students reported that collaboration among the group was a key component in overcoming the challenges associated with completing heart disease prevention actions on their score sheets. The lesson promotes creativity and the building of a support network to lower their risk scores, and it provides them with the opportunity to synthesize information and evaluate their performance in the activity.
format	article
author	Jamie L. Brusa
author_facet	Jamie L. Brusa
author_sort	Jamie L. Brusa
title	An Experiential-Learning Lesson to Encourage Teamwork and Healthy Practices
title_short	An Experiential-Learning Lesson to Encourage Teamwork and Healthy Practices
title_full	An Experiential-Learning Lesson to Encourage Teamwork and Healthy Practices
title_fullStr	An Experiential-Learning Lesson to Encourage Teamwork and Healthy Practices
title_full_unstemmed	An Experiential-Learning Lesson to Encourage Teamwork and Healthy Practices
title_sort	experiential-learning lesson to encourage teamwork and healthy practices
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/eb28601ce7ac490ab05f63dc96c00498
work_keys_str_mv	AT jamielbrusa anexperientiallearninglessontoencourageteamworkandhealthypractices AT jamielbrusa experientiallearninglessontoencourageteamworkandhealthypractices
_version_	1718428285924278272

An Experiential-Learning Lesson to Encourage Teamwork and Healthy Practices

Ejemplares similares