Geoscience Curriculum Model: An Integrated, Project-Centered Approach

地质学(42)我们实施和采用了现代建构主义教学/学习理论，并以前开发了替代教学策略和活动(例如，Tewksbury，B.J.，编辑，1997，地球科学中的创新和有效教学，全国地球科学教师协会)，以设计和提供新的、非传统的本科地球科学课程，整合地球科学的子学科。在地质学教师中分发的全国性问卷(布朗和凯尔索正在进行中)的结果确定了一个全面的、高质量的本科地质学课程的核心概念。核心概念集中于各种地质环境中的特定地质问题，为学生模拟研究人员、勘探地质学家和其他地质专业人员的实践提供了应用模型。整个课程的教学逐渐融入越来越复杂的项目和积极的学习策略。学生在较低级别的自然和历史地质学课程中发展基本技能和概念，如碎屑分类、野外暴露中第四纪单元的识别和描述，以及地图和横断面的构建。学生通过规划电磁和电阻率地球物理研究，收集和解释这些地球物理数据，检查水井记录来确定采石场废物和耕作实践对当地项目区饮用水供应的潜在污染，从而扩大他们在高年级班的学习范围。高年级课程的特点是学生团队合作解决一系列日益复杂的现实世界问题，如地下水流动和污染以及矿物和碳氢化合物资源勘探，这些问题来自各种经典地质环境，包括加拿大盾、密歇根盆地、黑山和中大陆。下级和上级的野外经验，以及下级物理、历史和构造地质学课程和高级综合课程中的重要现场组成部分，为学生提供了解决实际地质问题的机会。我们的综合课程强调技术和计算机的使用，将它们融入所有课程。GeoGraphix制图软件的实施从物理地质学开始，在整个课程中逐步进行更复杂的使用。学生将使用CCLI-适应和实施基金提供的地球物理和实验室设备，用于地质研究的各个方面，从项目设计到数据收集、数据分析和解释，以及正式的项目陈述。科学评估战略，包括概念图、概念诊断测试和绩效评估，被用来评估我们的课程和课程(例如，见美国国家科学基金会赞助的国家科学教育研究所网页http://www.wcer.wisc.edu/nise/cl1/flag/flaghome.asp).

Geology (42) We have implemented and adapted modern constructivist teaching/learning theories and previously developed alternative teaching strategies and activities (e.g., Tewksbury, B.J., ed., 1997, Innovative and Effective Teaching in the Geosciences, National Association of Geoscience Teachers) in designing and delivering a new, non-traditional undergraduate geoscience curriculum that integrates geoscience sub-disciplines. The results of a nationwide questionnaire (Brown and Kelso, in progress) distributed among geology faculty identified core concepts for a comprehensive, quality, undergraduate geology program. Core concepts focused on specific geologic problems in a variety of geologic settings has generated an applied model for students simulating practices by researchers, exploration geologists, and other geology professionals.Instruction throughout the program progressively integrates increasingly more complex projects and active learning strategies. Students develop basic skills and concepts in lower division physical and historical geology courses, such as clastic classification, identification and description of Quaternary units in field exposures, and construction of maps and cross sections. Students expand their studies in the upper division classes by planning EM and resistivity geophysical studies, gathering and interpreting this geophysical data, and examining water well logs to determine the potential contamination of a local project area's drinking water supply from waste in a quarry site and from farming practices. Upper division courses feature student teams working together to solve a series of progressively more complex real-world problems, such as groundwater flow and contamination and mineral and hydrocarbon resource exploration, that are drawn from a variety of classic geologic settings including the Canadian Shield, Michigan Basin, Black Hills, and Mid-Continent. A lower and upper division field experience, and significant field components in lower division physical, historical, and structural geology courses and upper division integrated courses, has provided students with the opportunity to solve actual geologic problems. Our integrated curriculum emphasizes use of technology and computers by incorporating their use in all courses. Implementation of GeoGraphix mapping software begins in physical geology, with more sophisticated usage progressing throughout the curriculum. Students will use the geophysical and laboratory equipment made available by this CCLI - Adaptation and Implementation grant in all aspects of geologic studies from project design, to data collection, data analysis and interpretation, and formal project presentation. Science assessment strategies, including concept mapping, conceptual diagnostic tests, and performance assessment were adapted to evaluate our curriculum and courses (e.g., see NSF sponsored National Institute for Science Education web page http://www.wcer.wisc.edu/nise/cl1/flag/flaghome.asp).