Ontology and the Teaching of Earth System Science
Ontology and the Teaching of Earth System Science
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本体论与地球系统科学教学
DOI：
10.5408/1089-9995-54.3.408
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发表时间：
2006
影响因子：
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通讯作者：
J. P. Kurdziel
中科院分区：
文献类型：
--
作者：
J. Libarkin;J. P. Kurdziel
学生本体论水平是教授地球系统科学的重要考虑因素。通过对两所机构的61名入门级地质学课程学生的采访，我们发现很少有学生表现出过程或系统本体论。地球系统科学教学通常假设学生们在思考过程和系统，尽管这项研究表明，学生们主要理解地球上发生的变化，而不是1)具体地接受这些变化是由一个原因造成的，或者2)对这些原因的解释超出了科学术语，如“俯冲”。这对地球系统科学的教学具有重要意义，并表明需要开发和评估能够帮助大学生发展过程和系统本体论的活动。
Student ontological level is an important consideration for faculty interested in teaching Earth System Science. Interviews with 61 students enrolled in entry-level geology courses at two institutions reveal that very few students exhibit Process or Systems ontologies. Earth Systems Science instruction generally assumes that students are thinking about processes and systems, although this study suggests that students predominantly understand that changes occur on Earth without either 1) a concrete acceptance that these changes result from a cause, or 2) an explanation for these causes beyond scientific terms such as “subduction”. This has critical implications for teaching Earth System Science, and suggests that activities that can help college students develop Process and Systems ontologies need to be developed and evaluated.