Teaching Environmental Geochemistry: An Authentic Inquiry Approach
Teaching Environmental Geochemistry: An Authentic Inquiry Approach
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环境地球化学教学：真实的探究方法
DOI：
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发表时间：
2012
期刊：
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通讯作者：
Katherine L Rowbotham
中科院分区：
文献类型：
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作者：
C. Koretsky;H. Petcovic;Katherine L Rowbotham
西密歇根大学为地球科学和环境研究专业的本科生开设了一门野外环境地球化学课程，目的是：(1)提高学生对复杂环境系统的理解，特别是对湖泊系统的理解；(2)促进学生在湖水和沉积物分析方面的专业水平、实地和实验室技能的发展；(3)加强学生的团队合作和沟通能力。在本课程中，学生设计并完成了一个当地壶湖的水质研究。教师使用简短的“每日问题”练习、简短的讲座和课堂练习，使学生熟悉与所提出问题相关的分析和现场技术。在学期结束时，学生们以公开海报的形式展示了他们的作品，并向当地社区协会提交了书面报告。课程评估采用学生作业、教学前经验调查、教学后课程评估、教学前和教学后知识测试以及对选定学生的一系列访谈。对全套评估数据的分析表明，学生们对湖泊系统和富营养化过程的理解有了显著提高，并认为该课程提高了他们的分析和人际交往能力。然而，表现较差的学生（即平均成绩较低的学生）和地球化学背景较弱的学生倾向于提供较不复杂的测试响应，并且表现出较差的将课程中获得的知识转移到其他环境系统的能力。总体而言，学生们对课程的真实探究和社区导向的本质表现出强烈的满足感。与第一年的学生相比，第二学期的学生似乎没有那么兴奋和投入，这可能反映了他们对现场和研究问题缺乏新鲜感和新发现。因此，为了确保学生在接下来的几年里继续保持高水平的参与度，我们建议定期改变实地地点或课堂所解决的中心研究问题。
ABSTRACT A field-based environmental geochemistry course was developed at Western Michigan University for undergraduate geosciences and environmental studies students to (1) improve student understanding of complex environmental systems, specifically targeting lake systems; (2) facilitate student development of professional-level, field- and laboratory-based skills for lake water and sediment analysis; and (3) strengthen student teamwork and communication skills. In this course, students designed and completed a study of water quality in a local kettle lake. The instructor used short “question of the day” exercises, brief lectures, and in-class exercises to familiarize students with analytical and field techniques relevant to the posed problem. At the end of the semester, students presented their work in a public poster session and written report submitted to a local community association. The course was assessed using student work, a preinstruction experience survey, a postinstruction course evaluation, a pre- and postinstruction knowledge test, and a series of interviews with select students. Analysis of the full suite of assessment data suggests that students developed a significantly improved understanding of lake systems and the process of eutrophication and perceived that the course improved their analytical and interpersonal skills. However, lower-performing students (i.e., those with a lower grade point average) and students with weaker backgrounds in geochemistry tended to provide less sophisticated test responses and showed less ability to transfer knowledge gained in the course to other environmental systems. Overall, students reported a strong sense of satisfaction with the authentic inquiry and community-oriented nature of the course. Compared to students in the first year of the course, students in the second offering appeared to be somewhat less excited and engaged, which may reflect a perceived lack of novelty and new discovery about the field site and study question. Thus, to insure continued high levels of engagement of students in subsequent years, we recommend periodically shifting either the field site or the central research question addressed by the class.