EDDIE modules are effective learning tools for developing quantitative literacy and seismological understanding
EDDIE modules are effective learning tools for developing quantitative literacy and seismological understanding
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EDDIE 模块是培养定量素养和地震学理解的有效学习工具
DOI：
10.1080/10899995.2018.1411708
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发表时间：
2018
影响因子：
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通讯作者：
R. E. McDuff
中科院分区：
文献类型：
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作者：
D. Soule;R. Darner;Catherine M. O'Reilly;N. Bader;T. Meixner;C. A. Gibson;R. E. McDuff
环境数据驱动的调查和探索（EDDIE）模块让学生分析环境传感器网络收集的数据，这些数据用于研究各种自然现象，如营养负荷，气候变化和河流排放。我们比较了两种方法EDDIE模块的实施在本科时间序列分析课程。课程目标是使用高频率和长期的环境数据集，以提高定量素养，发展数据操作和分析技能，构建有关自然现象的科学知识，突出真实的数据的固有可变性，并制定有关科学的本质（NOS）知情的意见。在这两种教学方法中，学生通过搭建的课堂分析来探索数据和发展技能，然后在家庭作业中解决更复杂的问题。在治疗1中，参与和探索课程阶段涉及使用思维配对分享方法讨论教师准备的情节。相反，在治疗2的参与和探索课程阶段，学生在计算机实验室准备图表并完成活动，这需要更多的数据操作指导，因此包含较少的数据分析和解释的结构化讨论。我们进行了一个前/后问卷调查，以比较两种治疗方法在定量识字，统计推理，科学本质（NOS）的理解和地震学概念的理解方面的学习成果。结果表明，EDDIE模块是足够灵活，在这两种学习环境中是有效的。我们的研究结果表明，学生的反应相似，这两个教学治疗，这表明EDDIE模块是足够灵活的平台，以实现可衡量的学习收益在各种教学环境。
ABSTRACT Environmental Data-Driven Inquiry and Exploration (EDDIE) modules engage students in analysis of data collected by networks of environmental sensors, which are used to study various natural phenomena, such as nutrient loading, climate change, and stream discharge. We compared two approaches to EDDIE module implementation in an undergraduate time-series analysis course. Course goals were to use high-frequency and long-term environmental datasets to improve quantitative literacy, develop data manipulation and analysis skills, construct scientific knowledge about natural phenomena, highlight the inherent variability in real data, and develop informed views about the nature of science (NOS). In both instructional treatments, students explored data and developed skills through a scaffolded in-class analysis and then solved more complex problems in homework assignments. In Treatment 1, engage and explore lesson phases involved discussion of instructor-prepared plots using the think–pair–share method. Conversely, in Treatment 2's engage and explore lesson phases, students prepared graphs and completed activities in a computer lab, which required more guidance in data manipulation and thus contained less structured discussion of data analysis and interpretation. We administered a pre/postquestionnaire to compare learning gains between the two treatments in quantitative literacy, statistical reasoning, nature-of-science (NOS) understanding, and understanding of seismological concepts. Results indicate that EDDIE modules are sufficiently flexible to be effective in both learning environments. Our results indicate that students reacted similarly to both instructional treatments, suggesting that EDDIE modules are flexible enough platforms to achieve measurable learning gains in a variety of pedagogical environments.