Reinventing Introductory Geology Courses for Majors and Non-Majors Using Peer Instruction and Other Inquiry-Based Learning Strategies

使用同伴指导和其他基于探究的学习策略重塑专业和非专业的地质学入门课程

• 批准号: 0087894
• 负责人: David McConnell
• 金额: $ 12.8万
• 依托单位: University of Akron
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-06-01 至 2006-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0087894&HistoricalAwards=false
• 关键词: Reinventing; Introductory; Geology; Courses; Majors

Geology (42) The Department of Geology at the University of Akron is adapting and assessing an inquiry-based teaching model for introductory geology courses in a large classroom setting. This project is an outgrowth of NSF-sponsored workshops on Inquiry-Based and Cooperative Learning through FIRST (Faculty Institutes Reforming Science Teaching) and departmental discussions resulting from the small-scale application of inquiry-based learning methods in the PI's courses. We are developing an approach based on peer instruction techniques described in Eric Mazur, "Peer Instruction: A User's Manual," (Prentice Hall, 1997). This method of peer instruction has been a widespread success in improving learning and raising standard test scores for physics students in a variety of institutions. One lecture theater (180 student capacity) at the University of Akron has been fitted with a classroom communication system (CCS) technology sold by EduCue that was designed to support this peer instruction technique. [See www.EduCue.com.] This technology, and the necessary training in its use, is being made available for faculty in other departments. Approximately 2800 students per year enroll in an introductory geology course at the University of Akron, over a third (950) are education majors. As we shift to peer instruction, our goals are to improve science literacy among non-majors taking a science elective, and to model inquiry-based learning methods for education majors taking courses to satisfy state licensure standards. We are taking steps to ensure that this method of learning results in improved student learning of specific geological concepts by carefully assessing the retention of key concepts among geology students. A series of inquiry-based learning modules will be developed for a variety of introductory courses aimed at both major and non-major student populations. Conceptual questions addressed to students (ConcepTests) are being used in conjunction with a variety of other proven classroom assessment techniques to generate daily formative evaluations. These evaluations are being used to judge the effectiveness of our teaching and learning strategy. The overall evaluation we are employing includes comparisons of test results, written reports, student interviews, responses to pre- and post-class attitudinal surveys, and a longitudinal study of geology and education majors. This assessment is being guided by faculty from the College of Education's Department of Curricular and Instructional Studies. As part of this project we are also offering seminars and faculty development workshops to other science faculty at the University of Akron, and seminars, workshops, and presentations at regional and national meetings to in-service teachers and geology faculty at other institutions. In addition, all learning materials created for this project will be made available to other faculty through departmental websites and textbook publishers (McGraw-Hill).

地质学（42）阿克伦大学地质学系正在调整和评估一种基于探究的教学模式，用于在大教室环境中开设地质学入门课程。该项目是NSF主办的关于通过FIRST（学院改革科学教学）进行基于探究和合作学习的研讨会以及PI课程中基于探究的学习方法的小规模应用所产生的部门讨论的产物。我们正在开发一种基于同伴指导技术的方法，该技术在Eric Mazur的“同伴指导：用户手册”（普伦蒂斯霍尔，1997）中描述。这种同伴指导的方法在改善学习和提高各种机构物理学生的标准考试成绩方面取得了广泛的成功。阿克伦大学的一个阶梯教室（可容纳180名学生）安装了由EduCue出售的教室通信系统（CCS）技术，该技术旨在支持这种同伴指导技术。[See www.EduCue.com.]这项技术及其使用方面的必要培训正在向其他部门的教师提供。每年约有2800名学生报名参加阿克伦大学的地质学入门课程，超过三分之一（950）是教育专业。当我们转向同伴指导时，我们的目标是提高选修科学选修课的非专业学生的科学素养，并为选修课程以满足国家许可标准的教育专业学生建立基于探究的学习方法。我们正在采取措施，以确保这种学习方法的结果，通过仔细评估地质学学生中的关键概念的保留，提高学生对特定地质概念的学习。将为针对专业和非专业学生的各种入门课程开发一系列探究式学习单元。针对学生的概念性问题（概念测试）正在与各种其他经过验证的课堂评估技术结合使用，以生成日常形成性评估。这些评估被用来判断我们的教学和学习策略的有效性。我们采用的总体评价包括测试结果的比较，书面报告，学生访谈，对课前和课后态度调查的反应，以及地质学和教育专业的纵向研究。这项评估由教育学院课程和教学研究系的教师指导。作为该项目的一部分，我们还提供研讨会和教师发展研讨会，以其他科学教师在阿克伦大学，研讨会，讲习班，并在区域和国家会议上介绍在职教师和地质教师在其他机构。此外，为该项目创建的所有学习材料将通过部门网站和教科书出版商（麦格劳-希尔）提供给其他教师。