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

（42）本提案使用环境监测设备，包括全球定位系统、声纳、电子水质装置、海底取样（取芯、疏浚）、水化学测试包和水肺设备，为本科海洋学和地质学课程实施实地多方面科学项目。 这一设备使几门科学课程的实验室组成部分能够重组，以包括使用现代海洋学设备和技术的实地实验和项目。 这一建议是基于在凯克地质学联合会（Manduca，1996年）进行的研究，其中使用现代现场设备为现实生活中的数据收集情况下，组织动手和小组实地研究活动，学生们表现出更深的概念理解和处理定量数据的信心。 他们学会了如何设计和执行科学调查的所有阶段。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，如环境科学（de Wet，1994）和其他内陆湖泊地点（Smith，1995） 使用的各种实地考察地点包括位于纽贝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优美的河段，以及位于俄勒冈州南部海岸的南斯劳国家河口保护区。 基于领域的方法使学生能够获得高质量，智力刺激的教育经验，并让他们参与有意义的科学数据的收集，为学生提供机会，运用他们的知识来解决科学中的现实问题，并增加学生对现代技术的信心，包括定量应用。目标受众包括K-12教育和应用科学课程的非传统学生。 每年有80至100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来描述和监测俄勒冈州的湖泊，河流和河口。 通过使用类似于Deslaughter（1998年）所用的课程前和课程后概念清单测试、PI的项目评估、同行评估以及用于熟悉设备的培训和交易练习（Smith，1995年）来评估这种课程重组的成功。通过美国地球物理联合会和美国地质学会的会议和期刊宣传示范项目。 这一课程结构调整的框架旨在随时适应任何湖泊，河流或沿海环境和各种科学学科。

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.