As an authentic and extracurricular place of learning student labs gained in importance over the last years. Primary objective of student labs is to arouse interest for natural and engi-neering sciences as well as to impart knowledge to students. Student labs are established, for example at universities or big companies, to let students carry out experiments by them-selves to gain knowledge (Haupt et al, 2013). “School goes BioMotion” (SgB) is a student lab at Karlsruhe Institute of Technology enabling students to conduct biomechanical and physiological experiments. The lab will provide five different learning units that are offered within a blended learning approach. The purpose of this contribution is to present the student lab SgB using the example of the new interactive learning unit of running.
The online part is divided into four chapters which include the required fundamentals of physics and biology as well as an introduction to biomechanics. The learning content of each chapter is prepared didactically and presented on an easily understandable level. By using sport specific motor skills as typical examples, student’s exp ... mehreriences are taken up to foster the consolidation of the new contents. The students can choose the order of the chap-ters by themselves. Furthermore the e-learning part takes individual learning speed and pre-vious knowledge into account. It ensures that all students have the same prior knowledge when the class visits the student lab. At the end of the e-learning part the students take a test consisting of ten questions, which are selected from a question pool, and are provided with feedback about their learning progress.
The following face-to-face part opens with a short introduction, explaining physical parame-ters necessary to understand the fundamental biomechanics of running. Afterwards, the class is split up into two groups. During the processing phase the first group investigates the kin-ematics while the second group investigates the dynamic parameters for various running speeds. The groups conduct the experiments by themselves with the help of a manual. In a next step each group is divided in half and provided with prepared data for analysis in small-group work. Subsequently the kinematic and the dynamic group compare and discuss their results for various running speeds. In the following presentation phase the groups present their results, before the module supervisor secures the progress (cf. Nagl, 2016).
Haupt OJ, Domjahn J, Martin U, Skiebe-Corette P, Vorst S, Zehren W, Hempelmann R (2013). MNU, 66, 324-330.
Nagl J (2016). Blended-Learning: Erstellung einer interaktiven Lerneinheit zum Thema Lau-fen (Blended-Learning: Creation of an interactive learning unit of running) [unpublished the-sis]