Macrosystems EDDIE teaching modules significantly increase ecology students' proficiency and confidence working with ecosystem models and use of systems thinking.
Macrosystems EDDIE teaching modules significantly increase ecology students' proficiency and confidence working with ecosystem models and use of systems thinking.
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宏观系统Eddie教学模块大大提高了生态学学生在生态系统模型和系统思维的使用方面的能力和信心。
DOI：
10.1002/ece3.6757
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发表时间：
2020-11
影响因子：
2.6
通讯作者：
O'Connell K
中科院分区：
文献类型：
--
作者：
Carey CC;Farrell KJ;Hounshell AG;O'Connell K
生态学家越来越多地使用模拟模型来研究复杂的生态系统规模的现象，但将生态系统模拟建模纳入生态学本科和研究生课程仍然很少。让生态学学生参与生态系统模拟模型可以使学生进行假设驱动的科学探究，同时也促进他们使用系统思维，但在课堂上使用动手建模活动如何影响学生的学习仍然是未知的。在这里，我们开发了简短的（3小时）教学模块，作为宏观系统EDDIE（环境数据驱动的调查与探索）计划的一部分，让学生在R统计环境中动手进行生态系统建模。我们将这些模块嵌入到17所学院和大学的生态学课程中，并评估了学生在使用模型之前和之后对他们的熟练程度和信心的看法。在参与我们研究的所有277名本科生和研究生中，完成一个宏观系统EDDIE教学模块显着提高了学生自我报告的熟练程度，信心和未来可能使用的模拟模型，以及他们对生态系统模拟模型的感知知识。此外，学生们更有可能描述生态系统模型的一个重要好处是在完成一个模块后“易于使用”。有趣的是，学生们在完成一个模块后，更有可能在他们关于生态系统模型的好处的评估回答中提供系统思维的证据，这表明这些动手的生态系统建模活动可以提高学生对单个组件如何相互作用以影响系统级动态的认识。总体而言，宏系统EDDIE模块帮助学生获得信心，在他们使用生态系统模型的能力，并提供了一个有用的方法，生态教育工作者介绍本科生和研究生生态系统模拟建模使用的人，混合，或虚拟教学模式。宏观系统EDDIE模块能够为学生提供生态系统建模的现实介绍，并欣赏模拟模型探索生态系统动态的能力。在完成3小时的生态系统建模活动后，生态学学生报告生态系统模型的潜在好处-包括（a）节省成本，节省时间，易用性和模型设置/操作-以及生态系统模型的潜在挑战-包括（B）编程/编码-的比例显着增加。星号表示统计学显著性; ***p < .001; **p < .01; *p < .05。
Simulation models are increasingly used by ecologists to study complex, ecosystem‐scale phenomena, but integrating ecosystem simulation modeling into ecology undergraduate and graduate curricula remains rare. Engaging ecology students with ecosystem simulation models may enable students to conduct hypothesis‐driven scientific inquiry while also promoting their use of systems thinking, but it remains unknown how using hands‐on modeling activities in the classroom affects student learning. Here, we developed short (3‐hr) teaching modules as part of the Macrosystems EDDIE (Environmental Data‐Driven Inquiry & Exploration) program that engage students with hands‐on ecosystem modeling in the R statistical environment. We embedded the modules into in‐person ecology courses at 17 colleges and universities and assessed student perceptions of their proficiency and confidence before and after working with models. Across all 277 undergraduate and graduate students who participated in our study, completing one Macrosystems EDDIE teaching module significantly increased students' self‐reported proficiency, confidence, and likely future use of simulation models, as well as their perceived knowledge of ecosystem simulation models. Further, students were significantly more likely to describe that an important benefit of ecosystem models was their “ease of use” after completing a module. Interestingly, students were significantly more likely to provide evidence of systems thinking in their assessment responses about the benefits of ecosystem models after completing a module, suggesting that these hands‐on ecosystem modeling activities may increase students’ awareness of how individual components interact to affect system‐level dynamics. Overall, Macrosystems EDDIE modules help students gain confidence in their ability to use ecosystem models and provide a useful method for ecology educators to introduce undergraduate and graduate students to ecosystem simulation modeling using in‐person, hybrid, or virtual modes of instruction. Macrosystems EDDIE modules are able to provide students a realistic introduction to ecosystem modeling and an appreciation of the power of simulation models for exploring ecosystem dynamics. After completing a 3‐hr ecosystem modeling activity, the proportion of ecology students reporting potential benefits of ecosystem models ‐ including (a) cost savings, time savings, ease of use, and model setup/manipulation ‐ and potential challenges of ecosystem models ‐ including (b) programming/coding ‐ significantly increased. Stars indicate statistical significance; ***p < .001; **p < .01; *p < .05.
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影响因子：
2.6
作者：
Farrell KJ;Carey CC
通讯作者：
Carey CC
影响因子：
5.1
作者：
Bueche, Thomas;Wenk, Marko;Vetter, Mark
通讯作者：
Vetter, Mark
影响因子：
4.4
作者：
Carey, Cayelan C.;Gougis, Rebekka Darner
通讯作者：
Gougis, Rebekka Darner
影响因子：
10.3
作者：
Heffernan, James B.;Soranno, Patricia A.;Weathers, Kathleen C.
通讯作者：
Weathers, Kathleen C.
DOI：
10.1007/978-3-030-03273-9_5
发表时间：
2019-01-01
期刊：
INTERDISCIPLINARY TEACHING ABOUT EARTH AND THE ENVIRONMENT FOR A SUSTAINABLE FUTURE
影响因子：
--
作者：
Iverson, Ellen R.;Steer, David;Manduca, Cathryn A.
通讯作者：
Manduca, Cathryn A.