Adapting Field Based Science to Education at Newberry National Volcanic Momument, the Deschutes River and the Southern Oregon Coast

地质学 (42) 该提案使用环境监测设备，包括全球定位系统（GPS）、声纳、电子水质设备、底部采样（取芯、疏浚）、水化学测试套件和水肺设备，为本科海洋学和地质学课程实施基于现场的多方面科学项目。 该设备能够重组多个科学课程的实验室部分，包括使用现代海洋设备和技术的现场实验和项目。 该提案基于凯克地质学联盟（Manduca，1996）进行的研究，通过使用现代现场设备进行实际数据收集情况构建动手和小组现场研究活动，学生们在处理定量数据方面表现出了更深入的概念理解和信心。 他们学会了如何设计和进行科学研究的各个阶段。基于实地的小组项目的教学价值也在其他科学课程中得到了证实，例如环境科学（de Wet，1994）和其他内陆湖泊地点（Smith，1995）。所使用的各种实地地点包括位于纽伯里国家火山纪念碑的火山湖、位于学院附近的德舒特河风景区以及位于俄勒冈州南部海岸的南斯劳国家河口保护区。 基于现场的方法使学生能够获得高质量、智力刺激的教育体验，并让他们参与有意义的科学数据的收集，为学生提供应用知识解决现实科学问题的机会，并增强学生对包括定量应用在内的现代技术的信心。目标受众包括就读 K-12 教育和应用科学项目的非传统学生。 每年有八十到一百名学生参加受影响的课程。 学生设计的项目提供了有意义的数据，用于描述和监测俄勒冈州的湖泊、河流和河口。 课程重组的成功与否是通过使用课前和课后概念清单测试来评估的，类似于 Deslaughter (1998) 使用的方法、PI 的项目评估、同行评估以及用于熟悉设备的培训和贸易练习 (Smith, 1995)。示范项目通过美国地球物理联盟和美国地质学会的会议和期刊进行宣传。 该课程重组的框架旨在轻松适应任何湖泊、河流或沿海环境以及各种科学学科。

Geology (42) This proposal uses environmental monitoring equipment, including global positioning systems (GPS), sonar, electronic water quality devices, bottom sampling (coring, dredging), water chemistry test kits and scuba equipment to implement field-based, multi-faceted science projects for undergraduate oceanography and geology courses. This equipment enables restructuring of the lab component of several science courses to include field experiments and projects using modern oceanographic equipment and techniques. This proposal is based upon research conducted at the Keck Geology Consortium (Manduca, 1996) whereby structuring hands-on and small group field research activities using modern field equipment for real-life data gathering situations, students have demonstrated deeper conceptual understanding and confidence in dealing with quantitative data. They have learned how to design and carry out all phases of scientific investigation. The pedagogical value of field-based small group projects has also been substantiated in other science courses such as environmental science (de Wet, 1994) and at other inland lake locations (Smith, 1995) A variety of field sites used include the volcanic lakes located in Newberry National Volcanic Monument, the scenic reach of the Deschutes River located near the college, and South Slough National Estuarine Reserve located on the southern Oregon coast. The field based approach enables students to receive high quality, intellectually stimulating educational experiences and engages them in the collection of meaningful scientific data, provides opportunities for students to apply their knowledge to solving realistic problems in science, and increases student confidence with modern technology including quantitative applications. The target audience includes nontraditional students enrolled in K-12 education and applied science programs. Eighty to one hundred students annually participate in the affected courses. Student designed projects provide meaningful data with which to characterize and monitor the lakes, rivers and estuaries in Oregon. The success of this curriculum restructuring is assessed by using pre- and post- course concept inventory testing, similar to that used by Deslaughter (1998), project evaluation by the PI, peer evaluations, and train and trade exercises (Smith, 1995) used to gain familiarity with equipment. Exemplary projects are publicized through meetings and journals of American Geophysical Union and Geological Society of America. The framework of this curriculum restructuring is designed to be readily adapted to any lake, river or coastal environment and to a variety of scientific disciplines.