Bridging the Conceptual Divide Between Theoretical and Applied Environmental Chemistry

虽然稳定同位素比告知广泛的环境过程，并越来越多地用于地球系统的研究，有效的策略，学习具有挑战性的稳定同位素的概念已经落后于本科课程。近年来，快速、高精度和更经济的稳定同位素比测量仪器的发展为解决这一挑战提供了机会。该项目正在制定、实施和评价高年级地球科学课程中由学生主导的稳定同位素系统调查。 积极的，以探究为基础的方法是从事学生在这一重要的，但抽象的内容领域，并导致更深层次的概念学习稳定同位素系统，具体应用到流域过程和海洋记录的古代气候变化。正在通过全面和多方面的努力，包括定量和定性方法，对实践调查，结合概念图和拼图教学法进行评估。正在通过一个门户网站和会议讲习班与其他机构分享课程和教学方法以及用于教学的相关同位素数据。

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.