Bridging the Conceptual Divide Between Theoretical and Applied Environmental Chemistry

尽管稳定同位素比值为环境过程提供了广泛的信息，并越来越多地用于地球系统研究，但在本科课程中，学习具有挑战性的稳定同位素概念的有效策略滞后。快速、高精度、更经济的稳定同位素比测量仪器的最新进展为解决这一挑战提供了机会。该项目正在开发、实施和评估高年级地球科学课程中由学生主导的稳定同位素系统研究。积极的、以探究为基础的方法吸引学生参与这个重要但抽象的内容领域，并导致对稳定同位素系统的更深层次的概念性学习，具体应用于流域过程和古代气候变化的海洋记录。实践调查，结合概念图和拼图教学法，正在通过涉及定量和定性方法的全面和多方面的努力进行评估。课程和教学方法以及有关的同位素教学数据正通过门户网站和会议讲习班与其他机构分享。

Although stable-isotope ratios inform a wide range of environmental processes and are used increasingly in earth-system research, effective strategies for learning about challenging stable-isotope concepts has lagged in the undergraduate curriculum. Recent advances in instrumentation for rapid, high-precision, and more-affordable measurements of stable isotope ratios provide an opportunity to address this challenge. The project is developing, implementing and evaluating student-led investigations of stable-isotope systems in upper-division geoscience courses. The active, inquiry-based approaches are engaging students in this important but abstract content area and leading to deeper conceptual learning of stable-isotopic systems, with specific applications to watershed processes and to oceanic records of ancient climate change. Hands-on investigations, combined with concept-mapping and jigsaw approaches to pedagogy, are being assessed through a comprehensive and multi-faceted effort, involving both quantitative and qualitative methods. The curricular and pedagogical approaches, as well as relevant isotopic data for teaching, are being shared with other institutions through a web portal and conference workshops.