Inquiry-Centered Model for Learning with Understanding the Concept of Radiative Forcing in Climate

本提案开发了一个本科水平的工具和相关的可扩展教学，以气候辐射强迫的定量调查为中心。气候辐射强迫与温室效应气体增强、云和地表变化、臭氧消耗和气溶胶浓度增加有关。方法是利用科学探究过程作为了解辐射强迫的主要手段。一个研究级的辐射传输模型（SBDART, http://www.crseo.ucsb.edu/esrg/pauls_dir/），将是这个探究引导教学的核心。该模型最初是为研究目的而开发的，最近已被用于本科教学，并由PI在她的课堂上进行了测试。学生们在学习和理解气候研究中的一个重要概念时，采用了一种疑问式的方法，类似于科学家和学者在产生新知识时使用的方法。一些“大”问题作为教学活动的起点，通过这些活动，学生们进一步发展寻求解释的问题。定量答案基于模型的应用，定性答案基于从网络上收集的科学信息，由学生合作构建。评估活动旨在评估学生问题的转变、所收集信息的质量和性质，以及通过这些活动提高学生的能力和理解水平。本资助项目生产的教学工具可通过地球科学教育数字图书馆（DLESE, http://www.dlese.org/）和国家科学数字图书馆（NSDL, http://www.nsdl.org/）获得。

Gautier0331237This proposal develops an undergraduate-level tool and associated extensible instruction centered around quantitative inquiry about climate radiative forcing. Climate radiative forcing is associated with enhanced greehouse effect gases, cloud and land surface changes, ozone depletion and aerosol concentration increases. The approach is to use the scientific inquiry process as the main vehicle to acquire understanding about radiative forcing.A research-grade radiative transfer model (SBDART, http://www.crseo.ucsb.edu/esrg/pauls_dir/), will be the centerpiece of this inquiry-guided instruction. Originally developed for research purposes, the model has been recently adapted for undergraduate instruction and tested by the PI in her classroom. An interrogative approach, similar to that used by scientists and scholars in the production of new knowledge is applied by students working to acquire and understand an important concept in climate studies.A number of "big" questions are developed as a starting point for the pedagogical activities through which students develop further explanation-seeking questions. Quantitative answers, based on the application of the model, and qualitative answers based on scientific information gathered from the web, are collaboratively constructed by the students. The evaluation activity is designed to assess the transformation of students' questions, the quality and nature of information gathered, and the advancement of student competency and the level of understanding acheived through these activities.The teaching tools produced by this grant are available through Digital Library for Earth Science Education (DLESE, http://www.dlese.org/) and the National Science Digital Library (NSDL, http://www.nsdl.org/).