Implementation of Field Laboratory and Fieldwork Curriculum in Physical Geography and Geotechniques

地理学(88)实地经验对于培养合格和有效的地理学各方面从业人员至关重要。不幸的是，在过去二十年中，由于可以方便地获得二级数据，导致了对实地工作的不重视，这现在可能会产生一代地理学家，他们没有做好充分的准备来应用和教授实地方法。该项目致力于通过开发一个现场实验室来纠正这一不足，该实验室致力于以学生为主导、以探究为导向的教学。我们的前提是学生在实践中学得最好。我们的目标是为学生提供在智力刺激的环境中获得实践经验的机会，在这种环境中，他们自己制定的问题被调查。这种方法是对Barbara Tewksbury创建和描述的引导探究、边做边学的方法的修改(见B.Tewksbury，编辑，“在地球科学中创新和有效的教学”，全国地球科学教师协会，1997年)，在汉密尔顿学院(地质学)和狄金森学院(地质学，地球物理学)和欧洲其他地方成功地开发和实施(见M.Kent等，“地理教学中的实地工作：对文献和方法的批判性评论”，高等教育中的地理学杂志，第21卷，第3期，1997年，第313-332页)。为了促进体验式学习，我们在俄克拉荷马大学的一块14,200英亩的场地上工作。整个地理课程的实地活动正在为这个实地考察站计划。当学生被介绍基本的现场技术和仪器时，他们首先在较低级别的课程中熟悉现场实验室。高年级的课程是在这些经验的基础上发展起来的，我们正在实施一门有指导的自主调查课程。小规模的学生团队正在与来自州和联邦机构的教职员工和代表一起工作。教师的角色是激励、鼓励和指导学生完成研究过程，并就选定的实地方法的优点和适用性向他们提供建议。来自州和联邦机构的科学家被用来从实际的地方角度提供独特的见解。学生们正在收集原始数据，进行适当的分析，并在系里的座谈会上报告他们的结果。向优秀学生提供支持，在全国会议上展示他们的成果，并鼓励他们在适当的期刊上发表论文。通过体验问题制定、实验设计、数据分析、报告编写和结果传播的全过程，学生们正在发展解决问题、批判性思维和研究协作的技能。所有项目活动都放在为此目的创建的网站上，每个人都可以免费访问。

Geography (88)Field experience is vital for the development of qualified and effective practitioners in all aspects of geography. Unfortunately, the availability and easy access to secondary data over the past two decades has resulted in the de-emphasis of fieldwork, which now threatens to produce a generation of geographers inadequately prepared to apply and teach field methods. This project is working to correct this deficiency through the development of a field laboratory dedicated to student-led, inquiry-driven instruction. Our premise is that students learn best by doing. Our goal is to provide students the opportunity to acquire hands-on experience in an intellectually exciting environment wherein problems are investigated that they themselves have formulated. This approach is a modification of the guided-inquiry, learning-by -doing approaches created and described by Barbara Tewksbury (see B. Tewksbury, editor, "Innovative and Effective Teaching in the Geosciences," National Association of Geoscience Teachers, 1997), developed and implemented with success at Hamilton College (Geology) and Dickinson College (Geology, Geophysics), and elsewhere in Europe (see M. Kent et al, "Fieldwork in Geography Teaching: A Critical Review of the Literature and Approaches," Journal of Geography in Higher Education, Vol. 21, No. 3, 1997, pages 313-332). To facilitate experiential learning, we are working in a 14,200 acre field site belonging to the University of Oklahoma. Field activities throughout the geography curriculum are being planned for this field station. Students first become acquainted with the field lab in lower division courses, when they are introduced to fundamental field techniques and instruments. Upper division courses are building on these experiences, and we are implementing a course of guided autonomous investigation. Small teams of students are working with faculty and representatives from state and federal agencies. The role of faculty is to stimulate, encourage, and guide students through the research process and advise them on the merits and the suitability of chosen field methods. Scientists from state and federal agencies are being used to provide unique insights from practical local perspectives. The students are collecting original data, performing appropriate analyses, and reporting their results in departmental colloquia. Outstanding students are provided with support to present their results at national meetings and they are encouraged to publish in appropriate journals. By experiencing the complete spectrum of problem formulation, experimental design, data analysis, report writing and dissemination of results, students are developing skills in problem-solving, critical thinking, and research collaboration. All project activities are being placed on a web site created for the purpose and are freely accessible to everyone.