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

以探究为中心的学习模型，了解气候辐射强迫的概念

• 批准号: 0331237
• 负责人: Catherine Gautier-Downes
• 金额: --
• 依托单位: University of California-Santa Barbara
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-01 至 2006-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0331237&HistoricalAwards=false
• 关键词: Inquiry; Centered; Model; Learning; Understanding

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/).

Gautier0331237该提案开发了一个本科水平的工具和相关的可扩展指令，以气候辐射强迫的定量探究为中心。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。该方法是使用科学探究过程作为了解辐射强迫的主要工具。研究级辐射传输模型（SBDART，http://www.crseo.ucsb.edu/esrg/pauls_dir/）将是本次探究指导教学的核心。该模型最初是为了研究目的而开发的，最近已适用于本科生教学，并由 PI 在她的课堂上进行了测试。学生们采用类似于科学家和学者在产生新知识时所使用的疑问方法来获取和理解气候研究中的重要概念。提出了一些“大”问题作为教学活动的起点，通过这些问题，学生可以进一步提出寻求解释的问题。基于模型应用的定量答案和基于从网络收集的科学信息的定性答案由学生共同构建。评估活动旨在评估学生问题的转化、收集信息的质量和性质，以及学生能力的提高和通过这些活动获得的理解水平。这笔赠款产生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/）。