Using Rich Context and Data Exploration to Improve Engagement with Climate Data and Data Literacy: Bringing a Field Station into the College Classroom
Using Rich Context and Data Exploration to Improve Engagement with Climate Data and Data Literacy: Bringing a Field Station into the College Classroom
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利用丰富的背景和数据探索来提高对气候数据和数据素养的参与：将现场站带入大学课堂
DOI：
10.5408/13-034
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发表时间：
2014
影响因子：
--
通讯作者：
I. Billick
中科院分区：
文献类型：
--
作者：
A. Ellwein;L. Hartley;S. Donovan;I. Billick
真实的科学数据，在丰富的背景下，可以为引人注目的学习经验提供基础。许多本科生要么无法接触到原始数据，要么即使接触到了，这些数据也太抽象了，以至于学生的参与度受到限制。在这里，我们描述了上下文信息和数据丰富，以学生为中心的活动，我们开发了从一个被广泛研究的地方，落基山生物实验室（RMBL）的数据集赋予生命。该项目的网站“Digital RMBL”突出了有魅力的生物、科学家和长期数据集，作为吸引无法亲自访问实地站的学生的工具。气候变化的生物学模块是本文的重点，已经在大学水平的课堂上由10名合作教师和243名本科生在全国多所学院和大学进行了测试。真实的长期数据集、原始文献、数据可视化和适合实验室部分的灵活格式使合作教师获得了很高的可用性评级。在对学生的调查中，惊人数量的理科生（20%-30%）报告说他们从未接触过真实的科学数据，即使是在主要的研究型大学。在合作院校，没有接触过数据的学生比例要高得多（60%-80%）。大多数学生报告说，尽管他们对真实科学数据的“混乱”感到沮丧，但他们很欣赏探索长期气候科学数据集的机会。这种气候变化活动的影响是通过与人、地点和研究对象的接触来实现的，其次是以学生为中心的数据探索，培养个人兴趣和科学发现技能。本文概述了一种模式，在这种模式中，科学家可以满足资助机构公开共享数据的要求，同时为提高大学水平的气候和数据素养提供极好的机会。
ABSTRACT Authentic scientific data, when richly contextualized, can provide the basis for compelling learning experiences. Many undergraduate students either do not have access to primary data, or if they do, the data are so abstract that student engagement is limited. Here, we describe contextual information and data-rich, student-centered activities we developed to give life to data sets from an intensely studied place, the Rocky Mountain Biological Laboratory (RMBL). The project Web site, Digital RMBL, highlights charismatic organisms, scientists, and long-term data sets as a tool for engaging students who are unable to physically visit a field station. The Biology of Climate Change module, the focus of this paper, has been tested in college-level classrooms by 10 collaborating faculty and 243 undergraduate students at a variety of colleges and universities across the nation. Authentic long-term data sets, primary literature, data visualizations, and a flexible format suitable for laboratory sections have led to very high usability ratings by collaborating faculty. In student surveys, a surprising number of undergraduate science majors (20%–30%) report that they have never worked with authentic scientific data—even at major research universities. The percentage of students who have not worked with data is much higher at collaborating 2 y institutions (60%–80%). The majority of students report that they appreciate the opportunity to explore long-term climate science data sets despite the frustrations they experience with the “messiness” of authentic scientific data. The impact of this climate change activity is achieved through engagement with people, place, and research subjects, followed by student-centered data exploration that builds personal interest and scientific discovery skills. This paper outlines one model in which scientists can meet funding agency requirements to share data publicly while providing excellent opportunities for improving climate and data literacy at the college level.