Impact of Student Produced Audio Narrative (SPAN) assignments on students’ perceptions and attitudes toward science in introductory geoscience courses.
Impact of Student Produced Audio Narrative (SPAN) assignments on students’ perceptions and attitudes toward science in introductory geoscience courses.
复制标题
学生制作的音频叙事 (SPAN) 作业对地球科学入门课程中学生对科学的看法和态度的影响。
DOI：
10.1080/10899995.2021.1969863
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发表时间：
2021
影响因子：
--
通讯作者：
Simmens, G.
中科院分区：
文献类型：
--
作者：
Kraal, E. R.;Sirrakos, G.;Guertin, L.;Epstein, A.;Simmens, G.
地球科学界面临的一个重要挑战是在入门课程中开发吸引人的，可访问的和有效的经验，这些课程通常是进入地球科学专业的门户。这项研究评估了低门槛和灵活的任务集中在教学创新：教师取代了他们通常的课程组成部分之一（研究论文，实验室等）。学生制作的音频叙事（SPAN）作业。SPAN作业要求学生通过使用简单的录音和制作技术讲述科学故事来参与地球科学内容。假设SPAN作业将增加学生与地球科学课程内容的个人联系。试点研究包括8名教师和693名学生在一系列的机构类型，课程结构，班级规模，并在控制和实施学期的内容主题。该研究评估学生的反应，SPAN任务定量，使用前/后调查，定性，使用半结构化访谈。调查结果显示，学生经历了积极的变化，在个人相关性，课程创新意识，未来的意图，学习科学的类别。访谈结果表明，创新和个人相关性的增加感来自学生在SPAN任务中体验到的创造力和选择。总之，这些结果表明，SPAN作业是创新的学生和有效的教学工具，可以积极地改变学生对他们的学习环境和对科学的态度的看法。
An important challenge for the geoscience community is developing engaging, accessible, and effective experiences within introductory courses, which are often gateways to geoscience majors. This study evaluates low-barrier-to-entry and flexible assignments focused on a pedagogical innovation: faculty replaced one of their usual course components (research paper, lab, etc.) with a Student-Produced Audio Narrative (SPAN) assignment. SPAN assignments require students to engage with geoscience content by telling a scientific story using simple audio-recording and production techniques. The hypothesis is that SPAN assignments will increase students’ personal connection to geoscience course content. The pilot study included 8 faculty and 693 students across a range of institution types, course structures, class sizes, and content topics during the control and implementation semesters. The study evaluated student responses to SPAN assignments both quantitatively, using a pre/post survey, and qualitatively, using semi-structured interviews. Survey results show that students experienced positive changes in the categories of personal relevance, sense of curricular innovation, and future intentions to study science. Interview results indicate that much of the increased senses of innovation and personal relevance came from the creativity and choice the students experienced during the SPAN assignment. Taken together, these results indicate that SPAN assignments are innovative to students and effective pedagogical tools that can positively change students’ perceptions of their learning environment and attitudes toward science.