Collaborative Research: Polar (NSF 19-601): RUI: Computational Polar ENgagement through GUided INquiry (Computational PENGUIN)

来自西北研究协会和普吉特湾大学的研究人员将探索使用计算引导探究(CGI)将当代极地研究成果整合到本科课程中的教学好处。在CGI结构的学习中，教师指导学生使用分析和可视化数据的计算工具进行实际操作的科学探究。PIS建议在极地数据分析的基础上开发12个2-3周的本科教学模块。这些模块将在包括两年制和四年制院校在内的各种本科生课堂上进行测试。学生将获得使用Python编程以及对极地数据集进行批判性思考和分析的计算技能。拟议的工作产生了一系列更广泛的影响，包括对本科生的教育，开发新的课程材料，改进主动学习方法，以及让本科生研究人员参与极地和教学研究。对社会的好处包括提高气候和计算能力，以及了解极地及其在气候中的作用。作为这项提议的一部分开发的教育材料将直接影响一系列机构的各种本科课程，包括州立大学、文科学院和社区学院。该项目旨在测试通过CGI直接使用极地数据是否可以提高本科生的气候素养，同时提高各种本科课程的学习成果。这项工作建立在经过验证的教育实践基础上：主动学习和引导式探究。PIS将与将教授这些模块的具有CGI经验的讲师、本科研究人员和教育研究专家合作，在建构主义框架的指导下完善模块，该框架包括开发心理模型以及假设制定和测试。一名外部评估员将开发问题来衡量学生的知识收获，并部署模块前和模块后的知识调查。将对学生调查结果进行分析，以评估知识收获和态度转变。将通过网络研讨会、会议和科学教育资源中心(SERC)教育网站门户网站向更广泛的教育界传播。该项目由极地计划办公室和本科生教育部门资助。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Researchers from the Northwest Research Associates Inc. and the University of Puget Sound will explore the pedagogical benefits of using computational guided inquiry (CGI) to integrate products of contemporary polar research into undergraduate courses. In CGI-structured learning, the instructor guides students in hands-on scientific inquiry using computational tools for analysis and visualization of data. The PIs propose to develop twelve, 2-3 week undergraduate teaching modules based on the analysis of polar data. The modules will be tested in a variety of undergraduate classrooms, including those at two- and four-year institutions. Students will gain computational skills working with Python programming and with critical thinking and analysis of polar data sets. The proposed work offers a range of broader impacts, including education of undergraduate students, development of new course materials, advancement of active learning methods, and engagement of undergraduate student researchers in polar and pedagogical research. Benefits to society include increasing climate and computational literacy and the understanding of polar regions and their role in the climate. The educational materials developed as part of this proposal will directly impact a variety of undergraduate courses at a range of institutions, including state universities, liberal arts colleges, and community colleges. The project is designed to test whether working directly with polar data via CGI can improve undergraduate climate literacy while enhancing learning outcomes in a variety of undergraduate courses. The work builds on proven educational practices: active learning and guided inquiry. Working with CGI-experienced instructors who will teach the modules, undergraduate researchers and an education research specialist, the PIs will refine the modules, guided by a constructivist framework that includes development of a mental model and hypothesis formulation and testing. An external evaluator will develop questions to measure student knowledge gains and deploy pre- and post-module knowledge surveys. Student survey results will be analyzed to assess knowledge gains and attitudinal shifts. Dissemination to the wider educational community will be accomplished through webinars, conferences, and via the Science Education Resource Center (SERC) educational website portal. This project is funded by the Office of Polar Programs and the Division of Undergraduate Education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.