Explicit Instruction of Scientific Uncertainty in an Undergraduate Geoscience Field-Based Course.
Explicit Instruction of Scientific Uncertainty in an Undergraduate Geoscience Field-Based Course.
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DOI：
10.1007/s11191-022-00345-z
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发表时间：
2022
影响因子：
2.8
通讯作者：
Shipley, Thomas F.
中科院分区：
文献类型：
--
作者：
Bateman, Kathryn M.;Wilson, Cristina G.;Williams, Randolph T.;Tikoff, Basil;Shipley, Thomas F.
理解和交流不确定性是科学实践所需的关键技能。然而，在本科科学教育中进行不确定性教学的研究却很少。我们的团队在一个在线地球科学领域课程中设计了一个模块，该模块专注于围绕不确定性的明确指导，并为学生提供了一个不确定性评级量表，以记录和交流他们的不确定性。然后，学生们探索了一个复杂的，现实世界的地质问题，专家科学家以前通过地质地图提出了相互竞争的主张。在提供数据、专家不确定性评级和以前的主张后，学生们制作了自己的新地质图，并以书面形式提出了关于他们主张的论点。我们分析了这些报告沿着的不确定性评估。大多数学生明确要求地质学家的不确定性判断在课后评估时，被问及为什么科学家可能会在他们的结论和/或使用的评级尺度自发在他们的书面论点不同。通过检查前和课后的不确定性评估和学生的课程为基础的评估，我们认为，围绕不确定性的明确指示可以在本科课程中引入，可以促进地球科学新手发展成为实践地球科学家。
Understanding and communicating uncertainty is a key skill needed in the practice of science. However, there has been little research on the instruction of uncertainty in undergraduate science education. Our team designed a module within an online geoscience field course which focused on explicit instruction around uncertainty and provided students with an uncertainty rating scale to record and communicate their uncertainty with a common language. Students then explored a complex, real-world geological problem about which expert scientists had previously made competing claims through geologic maps. Provided with data, expert uncertainty ratings, and the previous claims, students made new geologic maps of their own and presented arguments about their claims in written form. We analyzed these reports along with assessments of uncertainty. Most students explicitly requested geologists’ uncertainty judgments in a post-course assessment when asked why scientists might differ in their conclusions and/or utilized the rating scale unprompted in their written arguments. Through the examination of both pre- and post-course assessments of uncertainty and students’ course-based assessments, we argue that explicit instruction around uncertainty can be introduced during undergraduate coursework and could facilitate geoscience novices developing into practicing geoscientists.
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DOI：
10.1130/2013.2502(01
发表时间：
2013-01-01
期刊：
RETHINKING THE FABRIC OF GEOLOGY: AN INTRODUCTION
影响因子：
--
作者：
Cleland, Carol E.
通讯作者：
Cleland, Carol E.
DOI：
10.1073/pnas.1317504111
发表时间：
2014-09-16
影响因子：
11.1
作者：
Fischhoff, Baruch;Davis, Alex L.
通讯作者：
Davis, Alex L.
影响因子：
4.8
作者：
Clark, JS
通讯作者：
Clark, JS
影响因子：
1.3
作者：
Chen, Ying-Chih
通讯作者：
Chen, Ying-Chih
影响因子：
2.2
作者：
Jordan, Michelle E.;Schallert, Diane L.;Lee, Haekyung
通讯作者：
Lee, Haekyung