Authentic Ecological Inquiries Using BearCam Archives
Authentic Ecological Inquiries Using BearCam Archives
复制标题
使用 BearCam 档案进行真实的生态调查
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
L. Griffing
中科院分区：
文献类型：
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作者：
X. B. Wu;S. Knight;J. Schielack;Denise C. Robledo;Xavier A. Jamie;C. Peterson;L. Griffing
通过真实的科学探究进行学习对于理解科学的本质和过程以及发展批判性思维和交流技能至关重要。然而，在招生人数众多的科学入门课程中提供真实的科学探究体验，在逻辑上是具有挑战性的。我们开发了一个基于网络的生态探究项目，使用BearCam存档的照片为学生提供一个真实的科学探究体验，在一个大型的生态学入门课程中。学生在为期五周的课外进行基于网络的个人研究项目，通过在线小组讨论和教师协助的课堂讨论不断提供同行反馈。他们对灰熊的生物学和行为进行背景研究；观察BearCam的照片并生成可测试的假设；设计样本并收集和分析数据；解释结果并在标准的指导下制定询问报告；进行校准的同行审查；以及根据同行反馈和自我评估修改报告。形成性和终结性评估用于促进和评估学生的学习，使用直接和间接的措施。调查报告的题目传达期望，促进同行反馈和自我评估，并形成评估学生产品和学习的基础。学生们一直报告说，在对生态学的兴趣、制定可检验的假说的能力、理解生态学家如何进行研究以及评估科学报告的质量方面，学生们都取得了显著的学习成果。引文：Wu，X.B.，Knight，S.L.，Schielack，J.F.，Robledo，D.C.，Jaime，X.A.，Peterson，C.A.和Griffing，L.R.使用BearCam档案进行真实的生态调查。课程来源。Https://doi.org/10.24918/cs.2016.22编辑：雅克琳·施瓦姆，普林斯顿大学，普林斯顿，新泽西州收到：2015年8月8日；已接受：2015年4月11日；发布时间：2016年6月7日版权所有：©2016 Wu、Knight、Schielack、Robledo、Jaime、Peterson和Griffing。这是一篇开放获取的文章，根据知识共享署名-非商业性-类似共享4.0国际许可证的条款分发，该许可证允许在任何媒体上不受限制地非商业性使用、分发和复制，前提是原始作者和来源必须注明身份。利益冲突和资助声明：这项工作由国家科学基金会通过教学中心计划(ESI 0083336)和CCLI/TUSE计划(DUE-0942715)提供部分支持。支持材料：1.BearCam-示例BearCam查询项目说明，s2。BearCam-BearCam数据文件示例，S3。BearCam-对小组讨论的贡献进行同行评估的示例测验，S4。BearCam--实例查询项目反馈调查，中五。BearCam-校对同行评议校对论文和答案示例，中六。BearCam-示例BearCam演示文件*对应于：德克萨斯A&M大学生态系统科学与管理系，TAMU，学院站，德克萨斯州77843-2138电子邮件：xbw@TamU.S.edu CourseSource|www.Couresource.org 2016年第1卷
Learning through authentic scientific inquiries is essential for understanding the nature and process of science and for developing critical thinking and communication skills. It is logistically challenging, however, to offer experiences of authentic scientific inquiries in large-enrollment introductory science courses. We developed a web-based ecological inquiry project using archived BearCam photos to provide an authentic scientific inquiry experience for students in a large introductory ecology course. Students conduct web-based individual research projects outside of class over a five-week period with ongoing peer feedback through online group discussions as well as instructor-facilitated discussions in class. They conduct a background study of grizzly bear biology and behavior; observe BearCam photos and generate testable hypotheses; design sampling and collect and analyze data; interpret results and develop inquiry reports guided by a rubric; conduct Calibrated Peer Review; and revise their reports based on peer feedback and self-assessment. Formative and summative assessments are used to facilitate and assess student learning, using direct and indirect measures. A rubric for the inquiry report communicates expectations, facilitates peer feedback and self-assessment, and forms the basis for evaluating student products and learning. Students have consistently reported significant learning gains in interest in ecology, ability to formulate testable hypotheses, understanding of how ecologists conduct research, and ability to evaluate quality of scientific reports. Citation: Wu, X.B., Knight, S.L., Schielack, J.F., Robledo, D.C., Jaime, X.A., Peterson, C.A., and Griffing, L.R. 2016. Authentic Ecological Inquiries Using BearCam Archives. CourseSource. https://doi.org/10.24918/cs.2016.22 Editor: Jaclyn Schwalm, Princeton University, Princeton NJ Received: 08/08/2015; Accepted: 11/04/2015; Published: 06/07/2016 Copyright: © 2016 Wu, Knight, Schielack, Robledo, Jaime, Peterson and Griffing. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. Conflict of Interest and Funding Statement: Partial support for this work was provided by the National Science Foundation through the Centers for Teaching and Learning Program (ESI 0083336) and CCLI/TUSE Program (DUE-0942715). Supporting Materials: S1. BearCam-Example BearCam inquiry project directions, S2. BearCam-Example BearCam data files, S3. BearCam-Example quiz for peer evaluation of contributions to group discussion, S4. BearCam-Example inquiry project feedback survey, S5. BearCam-Example Calibrated Peer Review calibration essays and answer keys, S6. BearCam-Example BearCam presentation file *Correspondence to: Department of Ecosystem Science and Management, Texas A&M University, 2138 TAMU, College Station, TX 77843-2138 E-mail: xbw@tamu.edu CourseSource | www.coursesource.org 2016 | Volume 03 1 Lesson