Teaching Issues and Experiments in Ecology (TIEE):Developing Web-and CD-ROM Based Educational Material through the ESA

生物科学(61)美国生态学会(ESA)最近的一项调查显示，在大多数生态学课程中，学生都是被动的学习者。为了解决这一问题，该项目正在开发由欧空局传播的光盘，帮助教师(1)将生态概念的教学与适当的学生能动方法结合起来，(2)用形成性评估反思变化，并可能出版适合晋升和终身教职的同行评议的创新。该项目建立在欧空局在全国生态教育方面的基础和专业知识的基础上。该项目正在建立一个同行评议结构，以便在网上和光盘上发表以探究为基础的“实验”和“问题”，供演讲/讨论，并纳入创新的教学方法。“实验”部分是以学生为导向的研究调查的实地或实验室活动，教授关键概念和知识结构。《生态内容》、《科学技能》、《教育学方法》三个关键词热链。“问题”部分具有相同的结构，包括基于生态概念和高质量、可访问的数据的专题问题。“问题”是为大型非实验授课课程设计的。该项目将在欧空局2000年8月的年会上举办讲习班，指导来自不同机构的教员积极开展教学，并使用光盘和网络材料。他们将在研讨会上和整个学年通过在课程中使用这些产品并通过网络进行交流来评估这些产品。这个研讨会将是一个培训的原型--教师专业发展的培训者模式。

Biological Sciences (61)A recent Ecological Society of America (ESA) survey shows that students are passive learners in most ecology courses. To address this problem, this project is developing a CD-ROM disseminated by ESA that helps faculty (1) integrate the teaching of ecological concepts with suitable student-active approaches and (2) reflect on changes with formative evaluation and possibly publish peer-reviewed innovations of their own suitable for Promotion and Tenure portfolios. The project is building on ESA's foundation and expertise in ecological education nationwide. The project is creating a peer review structure for publishing, on the Web and CD-ROM, inquiry-based "Experiments" and "Issues" for lecture/ discussion that are integrated within innovative pedagogy. The "Experiments" component are field or lab activities for student-directed research inquiries that teach key concepts and knowledge construction. Ecological Content, Science Skills, and Pedagogical Methods key words are hot-linked. The "Issues" component has the same structure and includes topical issues based on ecological concepts and high quality, accessible data. "Issues" are being designed for large non-lab lecture-based courses. The project will give a workshop at the ESA's August 2000 annual meeting to instruct faculty from diverse institutions about student-active teaching and use of the CD-ROM and web materials. They will evaluate these products in the workshop and over the academic year by using them in courses and communicating via the web. This workshop will be a prototype for a train-the trainer model of faculty professional development.