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座的教学策略的需要，我们已经准备和改进了材料，这些材料提供了明确的指导，说明如何将基于探究的学习，实践活动和以行动为导向的科学调查纳入课堂，特别是对于地球科学的入门课程。 我们已经开发并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良好实践。 模块主题包括领导讨论，提出问题（苏格拉底方法），在导师领导的演示过程中指导探究，以及在讲座中使用同伴学习技巧。 每个模块的持续时间不到15分钟，包括：1）经验丰富的教师讨论如何鼓励和引导课堂讨论的视频片段，2）学生参与小组和同伴学习的真实的课堂活动，以及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的例子。 两个视频模块的初步测试表明，教师欣赏这方面的视频比任何其他。 这些模块的用户可能是新的教学或更有经验的传统讲座，但开放尝试新的方法。 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。 一个咨询委员会协助编辑视频。 随着全面开发，这些单元将沿着一份指导如何使用这些录像的简短文件一起广泛传播。 除了供个别教师使用外，七个最终视频模块的套件可用于教学助理的培训，或者它们可以成为部门讨论教学的焦点。

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.