Integrating polar research into undergraduate curricula using computational guided inquiry
Integrating polar research into undergraduate curricula using computational guided inquiry
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使用计算引导探究将极地研究融入本科课程
DOI：
10.1080/10899995.2020.1768004
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发表时间：
2021
影响因子：
--
通讯作者：
Cheng, Haiyan
中科院分区：
文献类型：
--
作者：
Rowe, Penny M.;Fortmann, Lea;Guasco, Timothy L.;Wright, Aedin;Ryken, Amy;Sevier, Emma;Stokes, Grace;Mifflin, Amanda;Wade, Rachel;Cheng, Haiyan
极地研究在发展我们对地球气候系统的理解方面起着至关重要的作用。它本质上是跨学科的，有助于融入现有的本科课程。在这里，我们探索通过在各种课程和学科中教授的计算指导探究（CGI）模块向本科生介绍极地研究。学生应用课程学科技术分析极地数据或研究，在气候变化的背景下，通过教育模块，包括电子表格（ExcelTM）或交互式计算机编程（Python在一个笔记本电脑），在几个类或实验室期间工作。这个探索性课程项目的目标是确定教师对教育模块教学先前存在的学科课程目标的有效性的看法，以及学生对享受和学习的看法。评估包括学生调查问卷和外部评估员对教师的采访。学生和教师总体上报告了这些模块的积极经验，强调了极地数据和气候知识的重要性，并注意到学生对课程学习目标的理解和对计算工具的舒适度有所提高。教授们进一步报告说，学生们认为这些模块具有激励性、趣味性和吸引力。两者合计，这表明，模块是一种有效的手段，使极地研究到本科课堂，同时满足教师的目标，课程学习目标。经验教训包括提供视频等材料的重要性，以帮助过渡到极地研究和气候变化的主题，并支持各种各样的计算流畅性。
Polar research plays a vital role in developing our understanding of Earth’s climate system. It is intrinsically interdisciplinary, lending itself to integration into existing undergraduate courses. Here we explore introducing undergraduates to polar research through computational guided inquiry (CGI) modules taught in a variety of courses and disciplines. Students apply course disciplinary techniques to analysis of polar data or research, in the context of climate change, by working through educational modules that include spreadsheets (ExcelTM) or interactive computer programing (Python in a Jupyter Notebook), over a few class or lab periods. The goals of this exploratory curriculum project are to determine instructor perceptions of effectiveness of the educational modules for teaching preexisting disciplinary course objectives, as well as student perceptions of enjoyment and learning. Evaluation consisted of a student questionnaire and interviews with instructors by an external evaluator. Students and instructors overall reported positive experiences with the modules, highlighted the importance of polar data and climate literacy, and noted increases in student understanding of course learning goals and comfort with the computational tools. Professors further reported that students found the modules motivating, fun and engaging. Taken together, this suggests that the modules are an effective means of bringing polar research into undergraduate classrooms while satisfying instructor goals for course learning objectives. Lessons learned include the importance of providing material such as videos to help transition to the topics of polar research and climate change and of supporting widely varying computational fluency.
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