Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning
Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning
复制标题
修改自然地质学实验课程以提高探究水平：对教学的启示
DOI：
10.5408/14-050.1
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发表时间：
2015
影响因子：
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通讯作者：
D. McConnell
中科院分区：
文献类型：
--
作者：
April N. Grissom;C. D. Czajka;D. McConnell
摘要北卡罗来纳州州立大学教授的物理地质学实验室入门课程旨在通过使用基于科学探究的活动来促进科学思维和学习。一个描述五个可能的调查水平的标题被应用到描述过程中的实验室活动。两个岩石和矿物实验室类和地质年代实验室类被发现包含比其他实验室类更大比例的低层次的调查活动。通过增加学生独立性、探索性和预测性的程度，对这些课程中的学生练习进行了修改。这些修改包括学生在教授岩石类型之前对岩石样本进行分类，并预测化石沿着地质时间线的位置。在传统的低探究（控制）和修订后的高探究实验室班级（治疗）的学生之间的学习收益进行了测量和比较。在所有三个班级中，调查水平的增加被发现对学生的实验后评估和相关考试问题的学业成绩产生积极影响。
ABSTRACT The introductory physical geology laboratory courses taught at North Carolina State University aims to promote scientific thinking and learning through the use of scientific inquiry–based activities. A rubric describing five possible levels of inquiry was applied to characterize the laboratory activities in the course. Two rock and mineral laboratory classes and a geologic time laboratory class were found to contain a greater proportion of low-level inquiry activities than the other laboratory classes. Student exercises within these classes were modified by increasing the degree of student independence, exploration, and prediction required for several activities. Such modifications included students categorizing rock samples before instruction on rock types and predicting the placement of fossils along a geologic time line. Learning gains were measured and compared between students in the traditional lower-inquiry (control) and the revised higher-inquiry laboratory classes (treatment). In all three classes, the increase in inquiry level was found to positively influence student academic performance on postlaboratory assessments and related exam questions.