The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses
The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses
复制标题
将定量素养融入地球科学入门课程的案例
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Samuel Patterson
中科院分区：
文献类型：
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作者：
J. Wenner;E. Baer;C. Manduca;Heather Macdonald;Samuel Patterson
摘要：我们提出地球科学入门课程的案例，作为提高大量受过大学教育的人口的定量素养（QL）的示范场所。地球科学为一些基本的数学概念提供了有意义的背景，这些概念在一门课程中会被多次重述。利用数学教育界关于解决问题、微积分改革、大学预科数学和五个地球科学/数学研讨会的一些最佳实践，地球科学和数学教师确定了五个教学理念，以提高地球科学入门课程学生的QL。这五个想法包括：将数学概念置于上下文中，使用多种表示，适当地使用技术，在小组中工作，以及在多个上下文中进行多天的深入问题，这些问题将定量技能置于多个上下文中。我们讨论了这五种思想的教学基础，并举例说明了地球科学代表使用这些技术的理想场所的一些方式。然而，在入门课程中包含QL常常会遇到各个层次的阻力。希望包含定量内容的教师必须使用创造性的方法来打破公众对地球科学的认知障碍，如定性、行政方面对入学人数下降的担忧以及教师对变革的抵制。将QL融入地球科学课堂的新方法包括使用网络资源、影子课程、设定明确的期望以及向公众推广定量地球科学。为了帮助教师提高地球科学学生的QL，一个以教师为中心的社区网络资源（教授地球科学中的定量技能）提供了多个例子，在整个地球科学课程中实施QL的五个最佳实践。我们指导教师使用网络资源的三个部分：教学定量素养，QL活动和2006年研讨会网站-将定量素养融入地球科学入门课程。网站的这些部分旨在为地球科学学院提供他们所需的资源，以便将定量内容注入入门级课程，从而建立注册学生的QL。在地球科学的入门课堂中注入QL，使教师能够向最需要它的学生真实地展示科学的定量本质。最终，纳入教学上合理的定量活动和练习将有助于提高未受教育公民的QL。
Abstract We present the case for introductory geoscience courses as model venues for increasing the quantitativeliteracy (QL) of large numbers of the college-educated population. The geosciences provide meaningfulcontext for a number of fundamental mathematical concepts that are revisited several times in a single course.Using some best practices from the mathematics education community surrounding problem solving,calculus reform, pre-college mathematics and five geoscience/math workshops, geoscience and mathematicsfaculty have identified five pedagogical ideas to increase the QL of the students who populate introductorygeoscience courses. These five ideas include techniques such as: place mathematical concepts in context, usemultiple representations, use technology appropriately, work in groups, and do multiple-day, in-depthproblems that place quantitative skills in multiple contexts. We discuss the pedagogical underpinnings of thesefive ideas and illustrate some ways that the geosciences represent ideal places to use these techniques.However, the inclusion of QL in introductory courses is often met with resistance at all levels. Faculty whowish to include quantitative content must use creative means to break down barriers of public perception ofgeoscience as qualitative, administrative worry that enrollments will drop and faculty resistance to change.Novel ways to infuse QL into geoscience classrooms include use of web-based resources, shadow courses,setting clear expectations, and promoting quantitative geoscience to the general public. In order to helpfaculty increase the QL of geoscience students, a community-built faculty-centered web resource (TeachingQuantitative Skills in the Geosciences) houses multiple examples that implement the five best practices of QLthroughout the geoscience curriculum. We direct faculty to three portions of the web resource: TeachingQuantitative Literacy, QL activities, and the 2006 workshop website - Infusing Quantitative Literacy intoIntroductory Geoscience Courses. These portions of the website are designed to give geoscience faculty theresources they need to infuse quantitative content into their entry-level courses, thereby building the QL ofthe students who enroll. The infusion of QL in the introductory geoscience classroom allows faculty torealistically represent the quantitative nature of the science to the students who may need it most. Ultimately,the inclusion of pedagogically sound quantitative activities and exercises will serve to increase QL of oureducated citizenry.