Collaborative Research: GARNET (Geoscience Affective Research NETwork)

GARNET（地球科学情感研究网络）正在研究情感领域对学生学习入门物理地质学的影响。GARNET机构代表了高等教育领域的一个横截面，包括阿克伦大学、科罗拉多大学博尔德分校、加州州立大学奇科分校、北亨内平社区学院、麦卡莱斯特学院和北达科他州大学。GARNET的目标是：1）使用两种工具，动机学习策略问卷（MSLQ）和科学价值量表（SVI），调查情感领域的各个方面，特别是学生的动机和价值观，在介绍物理地质学学生的变化;和2）确定这些方面是否和如何与教师和学习环境的具体方面。主要假设是：1）情感领域是学生学习的主要控制因素; 2）我们如何教学可以显著改变学生的情感行为。这项研究的成果将是指导更有效的地球科学入门课程的发展的教学资源和战略。GARNET项目结果的影响，情感领域对地球科学的学习和教学的最佳实践确定开始，以填补在很大程度上低估，很少研究，但非常显着的差距，我们的理解学生学习科学。该项目的重点是探索学生学习地球科学的方法，迄今为止，在大学一级几乎没有得到一致的关注，也没有在一个单一的学科进行广泛的分析。GARNET建立在教育心理学的现有知识基础上，该知识基础已以有限的方式应用于一些大学科学课程，但在介绍性地球科学课程中，情感领域的信息缺乏，这阻碍了教师吸引学生和加强科学学习过程的潜力。GARNET评估计划衡量的结果为后续研究提供了基础，并且该项目的协作性质有可能导致创建小型研究人员团队来探索情感领域的特定方面。评估计划的结果将揭示哪些教学策略是最有效的创造学习环境的特点是更积极的学生，学习地球科学的良好态度，并在他们的能力学习课堂材料更大的信心。

GEOSCIENCE (42) GARNET (Geoscience Affective Research Network) is examining the impact of the affective domain on student learning in introductory physical geology. GARNET institutions represent a cross-section of the higher education spectrum and include the University of Akron, University of Colorado-Boulder, California State University-Chico, North Hennepin Community College, Macalester College, and the University of North Dakota. GARNET's goals are: 1) To use two instruments, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Science Value Inventory (SVI), to investigate how aspects of the affective domain, in particular student motivation and values, vary for students in introductory physical geology; and 2) Identify if and how those aspects vary with instructor and specific aspects of the learning environments. The key hypotheses are that: 1) The affective domain is a major control on student learning; and, 2) How we teach can significantly change students' affective behavior. The outcome of this research will be pedagogical resources and strategies that guide the development of more effective introductory geoscience classes. The GARNET project results on the influence of the affective domain on geoscience learning and the pedagogical best practices identified begin to fill a largely underappreciated, little studied, yet highly significant gap in our understanding of student learning of science. The project focuses on a way to explore student learning in the geosciences that to date, has received almost no consistent attention at the college level, and no broad analysis within a single discipline. GARNET builds on an existing knowledge base in educational psychology that has been applied in a limited way to some college science classes but there is a paucity of information on the affective domain in introductory geoscience courses that hinders the potential of instructors to engage students and enhance science learning processes. The GARNET assessment plan measures outcomes that provide a foundation for subsequent research and the collaborative nature of this project has the potential to result in the creation of small teams of investigators exploring specific aspects of the affective domain. Results of the evaluation program will reveal which pedagogical strategies are most effective in creating learning environments characterized by more motivated students, with good attitudes about learning geoscience, and greater confidence in their ability to learn class material.