CAREER: Implementing Inquiry-Based Approaches in Geoscience Education and Research

职业：在地球科学教育和研究中实施基于探究的方法

• 批准号: 0847688
• 负责人: Michael Brudzinski
• 金额: $ 51.6万
• 依托单位: Miami University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-15 至 2014-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0847688&HistoricalAwards=false
• 关键词: CAREER; Implementing; Inquiry; Based; Approaches

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).One of the most important issues in the geosciences is the growing disparity between the workforce needs and our ability to produce well trained students. This project is examining whether inquiry-based approaches to education and research can aid us in this challenge. This examination builds on an internally funded course revision project at Miami University that is converting an introductory geology courses from lecture-based to inquiry-based. The inquiry-based approach is also a natural one to investigate an exciting new observation that faults on the edges of tectonic plates produce episodic tremor and slip (ETS) that represents a previously unrecognized type of deformation that occurs on time scales in between impulsive damaging earthquakes and slow geologic creeping. In response to these recent developments, this project has the following integrated research and teaching initiatives:- expand the inquiry-based learning approach to other courses by 1) developing a new workshop to train high school instructors how to use an inquiry-based approach in an advanced placement environmental science class and by 2) constructing a new second-course at the college level that focuses on how physical processes associated with plate tectonics relate to geologic hazards. These efforts are critical to ensure that students are practicing the scientific method not just memorizing the outcomes. - expand the investigations of ETS behavior by 1) searching for ETS in a global context using newly developed detection algorithms and by 2) investigating the spatial and temporal relationships between tremor, slow slip, earthquakes, and geologic structures through longer-term recording of ETS signals at fortified temporary networks. These efforts are critical for better understanding the physics of how faults move and generate hazards.- expand the student research experience by 1) offering undergraduate research to a larger set of students including an investigation into what makes a successful research project and by 2) experimenting with online research discussion both in classes and with collaborating research groups. These efforts are helping to identify key areas for improvement in the integration of teaching and research. The integrated teaching and research plan of this project is designed to achieve 3 broader impact outcomes that address the key issue of preparing a scientifically trained workforce: - encourage students to consider a scientific career by exposing them earlier to scientific experiences that have intrinsic motivation (i.e., AP credit or personal interest in hazards)- retain science majors and graduate students by having them work on newly developed areas of research (i.e., ETS) that address problems of high societal importance (i.e., what causes earthquakes)- improve students' scientific training through more regular use of the scientific method. To determine whether the teaching and research initiatives are leading to the desired broader impact outcomes, this project is utilizing and developing an extensive set of assessment tools with help from the Assessment Office at Miami University. The results of these assessments as well as the tools developed to achieve the outcomes are being made publically available, and the teaching and research findings are being prepared for both international teaching and research conferences and in peer-reviewed journals. The integrated initiatives are specifically designed to maximize the number of students who can be impacted by this work, such that 10s of students per year are being guided to function as scientists, instead of just learning about scientific results.

该奖项由2009年《美国复苏和再投资法案》（公法111-5）资助。地球科学领域最重要的问题之一是劳动力需求与我们培养训练有素的学生的能力之间日益扩大的差距。 该项目正在研究基于探究的教育和研究方法是否可以帮助我们应对这一挑战。 该考试建立在迈阿密大学内部资助的课程修订项目的基础上，该项目正在将地质学入门课程从基于讲座的转换为基于探究的。 基于调查的方法也是一种自然的方法，可以调查一个令人兴奋的新观察结果，即构造板块边缘的断层产生幕式震颤和滑动（ETS），这代表了一种以前未被认识到的变形类型，这种变形发生在脉冲破坏性地震和缓慢的地质蠕动之间的时间尺度上。 针对这些最新发展，该项目有以下综合研究和教学举措：-通过1）开发一个新的讲习班，培训高中教师如何在高级环境科学课程中使用基于探究的方法，将基于探究的学习方法扩展到其他课程，2）在大学一级构建一个新的第二门课程，重点关注与板块构造相关的物理过程如何与地质灾害相关。 这些努力对于确保学生练习科学方法而不仅仅是记住结果至关重要。- 通过1）使用新开发的检测算法在全球范围内搜索ETS，以及2）通过在强化的临时网络中长期记录ETS信号来研究震颤、慢滑、地震和地质结构之间的空间和时间关系，扩大ETS行为的调查。 这些努力对于更好地理解断层如何移动和产生危险的物理学至关重要。扩大学生的研究经验，1）提供本科研究，以更大的一组学生，包括调查是什么使一个成功的研究项目，并通过2）在课堂上和与合作研究小组进行在线研究讨论的实验。 这些努力有助于确定教学和研究相结合方面需要改进的关键领域。 该项目的综合教学和研究计划旨在实现3个更广泛的影响成果，解决培养一支受过科学训练的劳动力的关键问题：-鼓励学生考虑科学职业，让他们尽早接触具有内在动机的科学经验（即，AP学分或个人对危险的兴趣）-通过让科学专业的学生和研究生从事新开发的研究领域（即，ETS）解决具有高度社会重要性的问题（即，地震的成因）--透过更经常使用科学方法，加强学生的科学训练。 为了确定教学和研究举措是否会产生预期的更广泛的影响结果，该项目正在迈阿密大学评估办公室的帮助下利用和开发一套广泛的评估工具。 这些评估的结果以及为实现这些结果而开发的工具正在以电子方式提供，教学和研究结果正在为国际教学和研究会议以及同行评审的期刊编写。 综合举措是专门设计的，以最大限度地增加学生谁可以受到这项工作的影响，这样，每年有10名学生被引导作为科学家的功能，而不仅仅是学习科学成果。