Ecology Curriculum Reform: Integrating Innovative Teaching and Global Change Technology

生态学课程改革：创新教学与全球变化技术的融合

• 批准号: 9952816
• 负责人: Kathy Williams
• 金额: $ 7.98万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-01-01 至 2002-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9952816&HistoricalAwards=false
• 关键词: Ecology; Curriculum; Reform; Integrating; Innovative

Biological Sciences (61) Our plan to reform curriculum in the Ecology Program Area within the Biology Department at San Diego State University (SDSU) focuses on providing biology majors and non-majors with a greater understanding of ecological concepts by fusing innovative teaching with cutting-edge technology. Three Ecology faculty are collaborating to bring real-time global change technology, scientific inquiry, and field studies into a non-majors' ecology course and six biology-majors' core and advanced ecology courses. Two dedicated teaching towers are being placed at two field stations, and one portable tower is being set up on campus. Our goals include enhancing the use of field stations in education, enhancing students' higher order thinking skills for understanding ecological concepts, and increasing students' understanding of Mediterranean ecosystems. This project adapts science educational methods that enable students to acquire and use atmospheric and related integrated data in classes, such as those used by the GLOBE Program (http://www.globe.gov) and the Unidata Program (http://unidata.ucar.edu), to take advantage of unique resources available at SDSU. The adaptation at SDSU involves using: (a) state-of-the-art technology established at SDSU for global change research, and (b) our two field stations located across an elevational gradient of Mediterranean habitats. With this instrumentation, students can measure atmospheric carbon dioxide concentrations, as well as microclimate, net radiation, and energy balance. As a result of this exciting innovation, we expect our students to understand the process of scientific inquiry, including hypothesis construction and data acquisition and analysis, and to make scientific inferences from their results and communicate information, both orally and in writing. This educational enhancement reaches about 650 students per year, including members of underrepresented minorities (about 50% campus-wide) and prospective teachers.

生物科学（61）我们计划在圣地亚哥州立大学（SDSU）生物系生态学课程领域进行改革，重点是通过将创新教学与尖端技术融合，为生物学专业和非专业学生提供对生态概念的更好理解。 三个生态学教师正在合作，将实时全球变化技术，科学探究和实地研究纳入非专业的生态学课程和六个生物学专业的核心和高级生态学课程。 正在两个外地站安装两个专用教学塔，并在校园内安装一个便携式塔。 我们的目标包括加强在教育中使用实地考察站，提高学生理解生态概念的高阶思维能力，并增加学生对地中海生态系统的了解。 该项目采用科学教育方法，使学生能够在课堂上获得和使用大气和相关的综合数据，如地球仪方案（unidata.ucar.edu）和Unidata方案（http：//www.example.com）所使用的数据，以利用SDSU提供的独特资源。www.globe.gov 在SDSU的适应涉及使用：（a）在SDSU建立的全球变化研究的最先进的技术，和（B）我们的两个外地站位于海拔梯度的地中海栖息地。 有了这种仪器，学生可以测量大气二氧化碳浓度，以及微气候，净辐射和能量平衡。 由于这一令人兴奋的创新，我们希望我们的学生能够理解科学探究的过程，包括假设构建以及数据获取和分析，并根据结果做出科学推断，并以口头和书面方式传达信息。 这种教育提升达到每年约650名学生，包括代表性不足的少数民族成员（约50%的校园）和未来的教师。