Development of Inquiry-Based Instructional Videos for Teachers in Undergraduate Geoscience Education

地质学(42)为了满足替代传统讲课的教学策略的需要，我们准备和改进了材料，明确指导如何在课堂上融入探究性学习、动手活动和注重行动的科学调查，特别是在地球科学的入门课程中。我们已经开发和测试了一系列视频模块，这些模块说明了基于探究的教学方法的合理做法。单元主题包括引导讨论、提出问题(苏格拉底方法)、在教师指导的演示中指导提问，以及在课堂上使用同伴学习技术。每个模块的时长不到15分钟，包括：1)经验丰富的教师讨论如何鼓励和指导课堂讨论的视频片段；2)学生参与小组和同行学习的真实课堂活动；3)教师和学生主导的演示。视频资源使教师能够在课堂上看到实际操作的例子。对两个视频模块的初步测试表明，教职员工比其他任何人都更欣赏视频的这一方面。这些模块的用户可能是教学新手，或者在传统课程中更有经验，但对尝试新方法持开放态度。这些模块在不同类型的机构进行测试，包括两年制和四年制学院和大学。一个顾问委员会协助编辑这些视频。随着全面开发，这些模块将被广泛传播，同时还将发布一份简短的文件，提供如何使用视频的指导。除了供个别教员使用外，这套由七个最终视频模块组成的套件也可用于培训教学助理，或者将它们作为系级教学讨论的焦点。

Geology (42) To meet the need of alternative teaching strategies to the traditional lecture, we have prepared and improved materials that provide explicit guidance on how to incorporate inquiry-based learning, hands-on activities, and action-oriented scientific investigation in the classroom, particularly for introductory classes in the Earth sciences. We have developed and tested a series of video modules that illustrate sound practices in inquiry-based instructional methodology. Module topics include leading discussions, posing questions (Socratic approach), guiding inquiry during instructor-led demonstrations, and using peer learning techniques during lecture. Each module of less than 15 minute duration includes: 1) video footage of experienced faculty discussing ways to encourage and guide discussions in the classroom, 2) real classroom activities in which students are involved in group and peer learning, and 3) both instructor- and student-led demonstrations.. The video resource enables the teacher to see actual examples in action in the classroom. Preliminary testing of two video modules demonstrates that faculty appreciate this aspect of the videos more than any other. Users of the modules may be new to teaching or more experienced in the traditional lecture yet open to trying new approaches. The modules are tested at different types of institutions, including 2-year and 4-year colleges and universities. An advisory board assists in editing of the videos. With full development the modules will be disseminated widely, along with a short document that provides guidance on how to use the videos. In addition to use by individual faculty, the suite of seven final video modules could be used in training of teaching assistants, or they could be the focus of departmental discussions on teaching.