Integrating Active Learning into Paleontology Classes
Integrating Active Learning into Paleontology Classes
复制标题
将主动学习融入古生物学课程
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
A. Olcott
中科院分区：
文献类型：
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作者：
A. Olcott
用实践活动代替课堂讲座的教育效益是显而易见的。这种主动学习非常适合古生物学，它可以为检查化石、分析数据和写作提供机会。此外，该领域还有许多主题让地质专业和非专业人士都感到兴奋：很少有人能抵挡恐龙、巨大流星撞击、凶猛的白垩纪鲨鱼或巨型更新世陆地哺乳动物的诱惑。然而，将这些技术引入充满非专业的大型通识教育课堂似乎很困难：古生物学标本为课堂实践活动提供了自然的起点，但在大课堂中，为所有学生提供足够的化石材料并不总是可行或不可能的。在这里，我将简要介绍不同类型的主动学习方法，然后解释我如何将这些方法应用到非专业的大型古生物学入门课程中。
The educational benefits of replacing in-class lectures with hands-on activities are clear. Such active learning is a natural fit for paleontology, which can provide opportunities for examining fossils, analyzing data and writing. Additionally, there are a number of topics in the field that are exciting to geology majors and non-majors alike: very few can resist the lure of dinosaurs, huge meteor impacts, vicious Cretaceous sharks or a giant Pleistocene land mammal. However, it can seem difficult to introduce these techniques into a large general education class full of non-majors: paleontological specimens provide a natural starting point for hands-on classroom activities, but in a large class it is not always practical or possible to provide enough fossil material for all students. Here I will briefly introduce different types of active learning approaches, and then explain how I have applied these to a large introductory paleontology class for non-majors.