Using Digital Globes to Explore the Deep Sea and Advance Public Literacy in Earth System Science
Using Digital Globes to Explore the Deep Sea and Advance Public Literacy in Earth System Science
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使用数字地球仪探索深海并提高公众对地球系统科学的素养
DOI：
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发表时间：
2014
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影响因子：
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通讯作者：
K. Madin
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作者：
S. Beaulieu;Meredith Emery;A. Brickley;A. Spargo;Kathleen Patterson;Katherine Joyce;Tim Silva;K. Madin
数字地球仪是一种新技术，越来越多地用于非正式和正式教育，以显示全球数据集和显示地球系统之间的联系。但是，数字地球仪在提高地球系统科学的公众素养方面有多有效？我们通过开发数字地球仪的新内容来解决这个问题，目的是教育和激发公众对深海生物和地球物理过程和勘探的兴趣。我们与科学家、教育工作者和图形艺术家密切合作开发了这些内容。我们使用了全球数据集，包括一个新的深海喷口位置数据集，以及深潜器的图像，创建了两个故事，没有阳光的生活和水下的烟与火，每个故事都针对一套地球科学和海洋素养原则。在这里，我们评估了以电影和现场讲解员为主导的演示文稿与房间大小的Science On a Sphere®的叙述的感知学习成果。两种叙述都导致了“一些”到“相当多”的按识字原则感知学习的中位数反应。成人终身学习者的感知学习成果最大，紧随其后的是学生（18岁以下）;成人教育工作者普遍报告学习较少。我们发现，与讲解员主导的任何识字原则的演示相比，我们的电影的有效性没有显着差异，所有演示都为所有观众带来了“相当多”的兴奋。我们的评估提供了一个初步的迹象表明，数字地球可以有效地在教学中的科学素养的原则，我们提出了建议，数字地球作为教育平台的额外评估。
ABSTRACT Digital globes are new technologies increasingly used in informal and formal education to display global datasets and show connections among Earth systems. But how effective are digital globes in advancing public literacy in Earth system science? We addressed this question by developing new content for digital globes with the intent to educate and excite the public about biological and geophysical processes and exploration in the deep ocean. We developed the content in tight collaboration with scientists, educators, and graphic artists. We used global datasets, including a new dataset for locations of deep-sea vents, and imagery from deep-diving vehicles to create two narratives, Life Without Sunlight and Smoke and Fire Underwater, each targeting a set of Earth Science and ocean literacy principles. Here, we evaluate perceived learning outcomes for the narratives delivered as movies and as live, docent-led presentations with the room-sized Science On a Sphere®. Both narratives led to median responses of “Some” to “Quite a bit” of perceived learning per literacy principle. Perceived learning outcomes were greatest for adult lifelong learners, followed closely by students (under age 18); adult educators generally reported less learning. We found no significant differences in the effectiveness of our movies compared to docent-led presentations for any of the literacy principles, and all presentations led to “Quite a bit” of excitement for all viewers. Our evaluation provides an initial indication that digital globes can be effective in teaching the scientific literacy principles, and we make recommendations for additional assessment of digital globes as educational platforms.