Integrated Inquiry-Based Field Investigations in Environmental Science

环境科学中基于综合探究的实地调查

• 批准号: 0125540
• 负责人: Sean Richards
• 金额: $ 6.58万
• 依托单位: University of Tennessee Chattanooga
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-02-15 至 2005-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0125540&HistoricalAwards=false
• 关键词: Integrated; Inquiry; Based; Field; Investigations

Biological Sciences (61)This project is developing, implementing, and assessing student-driven, hypothesis testing laboratory modules for introductory and upper level courses in our Environmental Science Program. Our project provides students with field opportunities to conduct hypothesis testing by revising current laboratory curriculum and improving field testing instrumentation. The targeted courses may lack student-driven, field investigation components, contain limited field investigations due to lack of equipment, or do not offer a laboratory course due to lack of equipment. Investigative modules are based on concepts developed by Switzer and Shriner (2000) and Eisen (1998) and successful models for field site investigationsimplemented at the Florida Institute of Technology, Northern Arizona University, and Middlebury College. Our primary goal is to provide students with active and cooperative learning techniques to improve their understanding of the hypothesis-testing nature of science. Each module requires students to generate hypotheses for "environmental risk" at one of four common study sites. Individual groups within classes are testing hypotheses on-site, analyziong their data, presenting their results to the class, and conducting peer assessments of individual student and group work. Our assessment plan aims to determine if the implemented modules improve student use of problem-solving skills and the scientific method to test hypotheses. The project results will be disseminated by presentation at scientific and education meetings, by web-site, instructor manual supplements, and peer-reviewed journals, and by two GLOBE summer workshops for high school teachers and UTC student science teachers.

生物科学（61）该项目正在开发，实施和评估学生驱动的假设检验实验室模块，用于我们环境科学计划的入门和高级课程。我们的项目为学生提供了实地机会，通过修改现有的实验室课程和改进现场测试仪器进行假设检验。有针对性的课程可能缺乏学生驱动，实地调查的组成部分，包含有限的实地调查，由于缺乏设备，或不提供实验室课程，由于缺乏设备。调查模块基于Switzer和Shriner（2000）和Eschen（1998）提出的概念以及佛罗里达理工学院、北方亚利桑那大学和Middlebury学院实施的实地调查的成功模式。我们的主要目标是为学生提供积极和合作的学习技巧，以提高他们对科学的假设检验性质的理解。每个模块要求学生在四个常见的研究地点之一产生“环境风险”的假设。班级内的各个小组正在现场测试假设，分析他们的数据，向班级展示他们的结果，并对个别学生和小组工作进行同行评估。我们的评估计划旨在确定实施的模块是否提高了学生解决问题的技能和检验假设的科学方法的使用。项目结果将通过在科学和教育会议上的演讲、网站、教师手册补充材料和同行评审期刊以及为高中教师和UTC学生科学教师举办的两次地球仪夏季研讨会来传播。