Enhancing Undergraduate Participatory Research in Environmental Science with Field-Based Data Acquisition Equipment

向环境科学专业的本科生讲授生物、物理和化学系统之间的理论相互关系，却没有实际的实地研究来证明这些联系，这是环境科学教学中的一个问题。该项目使用TI基于计算器的实验室（CBL），结合手持计算器和模拟和数字游标探针。计算器的内存容量允许同时从五个探针记录多达10,000个数据点。虽然这些数据记录仪和探针是为实验室设计的，但在这个项目中，这些数据记录仪和探针正在现场使用。通过部署数据记录仪网络和各种探针来收集各种环境参数（降水，电位测量表面海拔，溶解氧，溶解离子，光强度，pH值，湿度，温度）的数据，可以开发广泛的数据集，并且可以评估，解释条件的时空变化，并由学生建模。使用数据记录仪网络的方法已被纳入两个预定的跨学科、团队授课的学术项目，在两年的资助期内提供。从大一到大四的学生正在设计研究项目，部署数据记录器，收集和评估数据，并构建模拟自然系统的概念和计算机模型。这种参与式研究有助于学生培养批判性思维和定量分析能力，并对自然系统有更全面的了解。这种方法遵循了Ann McNeal和Charlene D'Avanzo在《学生主动科学，大学科学教学创新模式》（Fort Worth, texas: Saunders College Publishing, 1997）中的建议。

Teaching the theoretical interrelationships between biological, physical, and chemical systems to undergraduate environmental science students without practical field-based research to demonstrate these connections presents a pedagogic problem in the environmental sciences.This project is using TI Calculator Based Labs (CBL) coupled with hand-held calculators and analog and digital Vernier probes. The memory capacity of the calculators allows up to 10,000 data points to be logged from five probes simultaneously. Although designed for the lab, these data loggers and probes are being used in the field in this project. By deploying a network of data loggers and a variety of probes to collect data in a wide range of environmental parameters (precipitation, potention metric surface elevation, dissolved oxygen, dissolved ions, light intensity, pH, humidity, temperature), extensive data sets can be developed and spatial and temporal changes in conditions can be assessed, interpreted, and modeled by the students. The approach of using a network of data loggers has been incorporated as an integral part of two scheduled interdisciplinary, team-taught academic programs offered during the two-year grant period. Students, ranging from freshmen to seniors, are designing research projects, deploying the data loggers, collecting and assessing the data, and constructing conceptual and computer models which mimic the natural systems. This participatory research is helping the students develop their critical thinking and quantitative skills and leading to a more comprehensive understanding of natural systems. This approach follows the recommendations in Ann McNeal and Charlene D'Avanzo, "Student Active Science, Models of Innovation in College Science Teaching," (Fort Worth, TX: Saunders College Publishing, 1997).