Urban Hydrology: A Means of Engaging Urban High School Students in the Geosciences

城市水文学：让城市高中生参与地球科学的一种手段

• 批准号: 0807902
• 负责人: Mark Noll
• 金额: $ 14.54万
• 依托单位: SUNY College at Brockport
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-10-01 至 2011-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0807902&HistoricalAwards=false
• 关键词: Urban; Hydrology; Means; Engaging; Students

Using a theme of urban hydrology, eight to ten hands-on laboratory experiences that employ a constructivist approach, project-based learning style are being developed by researchers at The College at Brockport State University of New York, in collaboration with teachers from the Rochester (NY) City School District. The urban hydrology theme is both one of interest and concern to scientists investigating environmental issues and one that students see on a daily basis. This approach is expected to capture students' attention using a relevant topic, easily transferred to other urban settings, and increase the skills and achievements of a diverse population of urban students in using inquiry-based hands-on science focused on geoscience topics. The overall project, and curriculum development efforts, are addressing three overarching goals: 1) to engage students in 'doing' science, to better enable them to understand the nature of science, 2) to have students better understand the realities upon which scientific theories are built, and 3) to provide students with experiences using modern equipment that enables them to build their own robust data sets, develop ownership of a project, and make science fun. Data are being collected to evaluate both teacher and student response to the project and newly developed curricular materials.

纽约布罗克波特州立大学学院的研究人员与罗切斯特（纽约）市学区的教师合作，以城市水文学为主题，采用建构主义方法，开发了八到十个动手实验室经验，以项目为基础的学习方式。 城市水文学主题是研究环境问题的科学家感兴趣和关注的主题之一，也是学生每天都能看到的主题之一。 这种方法预计将抓住学生的注意力，使用相关的主题，很容易转移到其他城市环境，并提高技能和成就的不同人口的城市学生在使用调查为基础的动手科学侧重于地球科学的主题。 整个项目和课程编制工作旨在实现三个总体目标：1）让学生参与“做”科学，使他们能够更好地理解科学的本质，2）让学生更好地理解科学理论所依据的现实，以及3）为学生提供使用现代设备的经验，使他们能够建立自己的强大数据集，发展项目的所有权，让科学变得有趣。 正在收集数据，以评估教师和学生对该项目和新编写的课程材料的反应。