Exploration-Driven Online Science Education: Habitable Worlds 2.0

探索驱动的在线科学教育：宜居世界 2.0

• 批准号: 1225741
• 负责人: Ariel Anbar
• 金额: $ 59.89万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-01-01 至 2019-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1225741&HistoricalAwards=false
• 关键词: Exploration; Driven; Online; Science; Education

Society's response to climate change and many other challenges hinges on public understanding that science is not a body of facts and certainties in tidy disciplines, but rather a process of reasoning which often crosses disciplines and which narrows the uncertainties of knowledge. Unfortunately, the way science is taught to non-science students at most large universities tends to reinforce misconceptions. For example, many students satisfy their general science requirement in very large introductory lecture courses based on traditional disciplines. While some of these courses are excellent, they often emphasize facts rather than scientific reasoning. Lectures are often supplemented by laboratories to address this gap. However, when class sizes reach the hundreds, laboratories often feature scripted "cookbook" activities that do not teach students to reason scientifically.In this project, the investigators are deploying and assessing a large-enrollment undergraduate general education science course that places scientific reasoning and multidisciplinary perspectives at the heart of the experience. This model is possible because of developments in online, computer-assisted education (cyberlearning). The project builds on Arizona State University's semester-long "Habitable Worlds" course, which is organized around the search for intelligent life beyond Earth. Motivated by the question "Are we alone?" students explore key science concepts from astronomy to sustainability using online tutorials that employ interactive simulations and immersive, media-rich "virtual field trips" (VFTs). Video lectures are embedded in the tutorials, but as scaffolding rather than as centerpieces. The tutorials utilize an intelligent software platform that responds adaptively to student input--essentially, a virtual tutor--and collects data on students' actions and inputs useful for learning research and course development. Such platforms that can be programmed by the instructor are now becoming commercially available. The investigators' thesis is that for large student populations this model is superior to conventional lecture-based online and face-to-face courses."Habitable Worlds" was piloted in Fall 2011 and will have been offered to about 800 ASU students online by the end of Fall 2012. In this project, the investigators, in collaboration with Maricopa Community College District (MCCD) faculty, are deploying and assessing a new version, "Habitable Worlds 2.0," which is optimized to scale to even larger and more diverse student populations. In this revised course, tutorials follow a learning progression from less to more mathematically involved, and are better aligned with K-12 education standards for pre-service teachers enrolled in ASU's Mary Lou Fulton Teachers College (MLFTC). Data collected by the tutoring platform is being used for research on student problem-solving. The investigators are also comparing the effectiveness of VFTs to physical field trips and are rigorously evaluating course effectiveness using both formative and summative methods.Because of the size of ASU and MCCD, this project could have far-reaching effects on undergraduate science education nationwide. Because "Habitable Worlds 2.0" is part of the redesigned teacher preparation program at MLFTC, which is one of the largest teacher preparation programs in the United States, the project is also likely to have a broad impact on K-12 education.

社会对气候变化和许多其他挑战的反应取决于公众的理解，即科学不是一系列事实和整齐的学科，而是一个推理过程，往往跨越学科，缩小知识的不确定性。不幸的是，在大多数大型大学里，向非理科学生教授理科的方式往往会加深误解。例如，许多学生在基于传统学科的非常大的入门讲座课程中满足他们的一般科学要求。虽然其中一些课程非常优秀，但它们往往强调事实而不是科学推理。讲座通常由实验室补充，以解决这一差距。然而，当班级规模达到数百人时，实验室通常采用脚本化的“食谱”活动，不教学生科学推理。在这个项目中，调查人员正在部署和评估一个大规模招生的本科通识教育科学课程，该课程将科学推理和多学科视角置于体验的核心。由于在线计算机辅助教育（网络学习）的发展，这种模式成为可能。该项目建立在亚利桑那州立大学长达一个学期的“可居住世界”课程的基础上，该课程围绕着寻找地球以外的智慧生命而组织。他问：“我们是孤独的吗？”“学生们通过在线教程探索从天文学到可持续发展的关键科学概念，这些教程采用交互式模拟和沉浸式、媒体丰富的“虚拟实地考察”（VFT）。视频讲座嵌入在教程中，但作为脚手架，而不是作为中心。这些教程利用一个智能软件平台，对学生的输入作出自适应反应-基本上是一个虚拟导师-并收集有关学生行动和输入的数据，这些数据对学习研究和课程开发有用。这种可以由教师编程的平台现在已经可以在市场上买到了。研究人员的论点是，对于大量的学生群体来说，这种模式上级传统的基于讲座的在线和面对面课程。“可居住的世界”于2011年秋季试行，并将于2012年秋季末在线提供给约800名亚利桑那州立大学学生。在这个项目中，研究人员与Marvila社区学院区（MCCD）的教师合作，正在部署和评估一个新版本，“可居住的世界2.0”，该版本经过优化，可以扩展到更大，更多样化的学生群体。在这个修订后的课程中，教程遵循从少到多的数学参与的学习进展，并更好地与K-12教育标准在亚利桑那州立大学的玛丽卢富尔顿师范学院（MLFTC）注册的职前教师保持一致。辅导平台收集的数据正在用于研究学生解决问题的能力。调查人员还将VFT的有效性与物理实地考察进行了比较，并使用形成性和总结性方法对课程有效性进行了严格评估。由于ASU和MCD的规模，该项目可能会对全国的本科科学教育产生深远的影响。由于“可居住世界2.0”是MLFTC重新设计的教师准备计划的一部分，该计划是美国最大的教师准备计划之一，该项目也可能对K-12教育产生广泛的影响。