Building Quantitative Skills of Students in Geoscience Courses: An NAGT Workshop to Examine Successful Practices and Promote Course and Curricular Revision

地质学（42）该奖项支持将于2000年夏季举办的一个名为“在地球科学课程中培养学生的定量分析能力”的研讨会。在上个世纪，地球科学已经从主要的描述性科学转变为更多的定量科学。然而，许多地球科学课程，特别是入门级课程，是非定量的，许多教师在有效地将定量练习纳入入门级课程方面缺乏经验，许多学生对自己使用数学解决地球科学问题或作为有效公民做出明智决策的能力缺乏信心。因此，地球科学教育面临的一个核心问题是定量技能发展在地球科学课程中的作用。全国地球科学教师协会研讨会将为参与者提供一个机会，了解在培养非专业和专业学生的定量技能方面的最佳实践和当前问题，修改特定课程以更有效地利用定量问题来促进对地球科学的深入理解，为特定课程开发吸引学生的特定活动和作业。并解决与在环境中教授数学技能相关的其他问题。研讨会主持人将分享基于探究的活动和作业，这些活动和作业数据丰富，促进主动学习。讲习班参与者将带着制定、实施和评估练习的具体策略离开讲习班，这些练习将培养学生的定量技能，并使用有效的教学法，所有这些都是为了提高学生在地球科学课程中的学习。研讨会的参与者包括来自不同院校（包括两年制院校）的地球科学和数学教员，以及一些地球科学研究生。我们强烈鼓励参与者组成团队参加，团队成员可能包括来自两年制和四年制学校的教师，来自同一机构的地球科学和数学教育教师，或者一名研究生助教和一名地质学教师。演讲者包括来自两年制和四年制学院/大学的地球科学和数学教师。研讨会讨论的问题包括需要发展的具体定量技能、最有效地教授这些技能的策略、数学和数学教育界制定的数学教学标准、特别强调入门级地球科学课程的最佳实践示例、支持学生学习更多定量技能的策略、以及地球科学与数学/数学教育项目之间的合作模式。各种评估策略，以及其他相关主题。讲习班结束后，参加者和讲者将提交活动、作业和问题集，这些活动、作业和问题集将收录在电子出版物中，以便广泛传播讲习班的成果。

Geology (42) This award supports a workshop, Building the Quantitative Skills of Students in Geoscience Courses, that will be offered in the summer of 2000. In the last century, the geosciences have changed from being a predominantly descriptive to a more quantitative science. However, many geoscience courses, particularly those at the entry-level, are non-quantitative, many faculty have little experience in effectively incorporating quantitative exercises into entry-level courses, and many students do not feel confident about their ability to use mathematics to solve geoscience problems or to make well-informed decisions as effective citizens. Thus, a central question facing geoscience education is the role of quantitative skills development in geoscience courses. The National Association of Geoscience Teachers workshop will provide an opportunity for participants to learn about best practices and current issues in building the quantitative skills of non-majors and majors, revise a particular course to more effectively use quantitative problems to promote deeper understanding of geoscience, develop specific activities and assignments for that particular course that engage students, and address other issues associated with teaching mathematical skills in context. Workshop presenters will share inquiry-based activities and assignments that are data-rich and promote active learning. Workshop participants will leave the workshop with specific strategies for developing, implementing, and assessing exercises that will build the quantitative skills of students and use effective pedagogies, all with an aim of improving student learning in geoscience courses. The workshop participants include geoscience and mathematics faculty members from a variety of institutions, including two-year institutions, and some geoscience graduate students. Participants are strongly encouraged to attend in teams that might include faculty members from paired two-year and four-year schools, geoscience and mathematics education faculty from the same institution, or a graduate teaching assistant and a geology faculty member. Presenters include geoscience and mathematics faculty from two-year and four-year colleges/universities. Issues addressed in the workshop include the specific quantitative skills to be developed, strategies to most effectively teach such skills, standards for teaching mathematics developed by the mathematics and mathematics education community, examples of best practices with a particular emphasis on entry-level geoscience courses, strategies to support students in learning more quantitative skills, and models for collaboration between geoscience and mathematics/mathematics education programs, various assessment strategies, and other related topics. Following the workshop, participants and presenters will submit activities, assignments, and problems sets to be included in an electronic publication to enable wide dissemination of workshop results.