Reinventing Introductory Geology Courses for Majors and Non-Majors Using Peer Instruction and Other Inquiry-Based Learning Strategies

地质学(42)阿克伦大学地质学系正在调整和评估一种探究式教学模式，用于在大型课堂环境中开设地质学入门课程。该项目是国家科学基金会通过FIRST(学院学院改革科学教学)举办的探究性学习和合作学习讲习班和部门讨论的结果，这些讨论是在PI的课程中小规模应用探究性学习方法产生的。我们正在开发一种基于埃里克·马祖尔(Eric Mazur)所述的同行教学技术的方法，《同行教学：用户手册》(Prentice Hall，1997)。这种同伴指导的方法在改善学习和提高各种机构的物理学生的标准测试分数方面取得了广泛的成功。阿克伦大学的一个演讲厅(可容纳180名学生)安装了由EduCue销售的教室通信系统(CCS)技术，该技术旨在支持这种同行教学技术。[参见www.EduCue.com。]这项技术及其使用方面的必要培训正在向其他系的教职员工提供。阿克伦大学每年大约有2800名学生注册参加地质学入门课程，其中超过三分之一(950人)是教育专业的学生。随着我们转向同伴教学，我们的目标是提高参加理科选修课的非专业学生的科学素养，并为参加课程的教育专业学生示范基于探究的学习方法，以满足国家许可标准。我们正在采取措施，通过仔细评估地质学学生对关键概念的记忆情况，确保这种学习方法能够改善学生对特定地质概念的学习。将为各种针对主修和非主修学生群体的入门课程开发一系列探究式学习单元。针对学生的概念性问题(概念测试)正与其他各种经过验证的课堂评估技术结合使用，以生成每日形成性评估。这些评估被用来判断我们的教与学策略的有效性。我们采用的总体评估包括测试结果的比较、书面报告、学生访谈、对课前和课后态度调查的回应，以及对地质学和教育学专业的纵向研究。这项评估由教育学院课程和教学研究部的教职员工指导。作为该项目的一部分，我们还向阿克伦大学的其他理科教师提供研讨会和教师发展研讨会，并在地区和国家会议上向其他机构的在职教师和地质学教师提供研讨会、研讨会和演讲。此外，为这个项目制作的所有学习材料将通过系网站和教科书出版商(麦格劳-希尔)提供给其他教职员工。

Geology (42) The Department of Geology at the University of Akron is adapting and assessing an inquiry-based teaching model for introductory geology courses in a large classroom setting. This project is an outgrowth of NSF-sponsored workshops on Inquiry-Based and Cooperative Learning through FIRST (Faculty Institutes Reforming Science Teaching) and departmental discussions resulting from the small-scale application of inquiry-based learning methods in the PI's courses. We are developing an approach based on peer instruction techniques described in Eric Mazur, "Peer Instruction: A User's Manual," (Prentice Hall, 1997). This method of peer instruction has been a widespread success in improving learning and raising standard test scores for physics students in a variety of institutions. One lecture theater (180 student capacity) at the University of Akron has been fitted with a classroom communication system (CCS) technology sold by EduCue that was designed to support this peer instruction technique. [See www.EduCue.com.] This technology, and the necessary training in its use, is being made available for faculty in other departments. Approximately 2800 students per year enroll in an introductory geology course at the University of Akron, over a third (950) are education majors. As we shift to peer instruction, our goals are to improve science literacy among non-majors taking a science elective, and to model inquiry-based learning methods for education majors taking courses to satisfy state licensure standards. We are taking steps to ensure that this method of learning results in improved student learning of specific geological concepts by carefully assessing the retention of key concepts among geology students. A series of inquiry-based learning modules will be developed for a variety of introductory courses aimed at both major and non-major student populations. Conceptual questions addressed to students (ConcepTests) are being used in conjunction with a variety of other proven classroom assessment techniques to generate daily formative evaluations. These evaluations are being used to judge the effectiveness of our teaching and learning strategy. The overall evaluation we are employing includes comparisons of test results, written reports, student interviews, responses to pre- and post-class attitudinal surveys, and a longitudinal study of geology and education majors. This assessment is being guided by faculty from the College of Education's Department of Curricular and Instructional Studies. As part of this project we are also offering seminars and faculty development workshops to other science faculty at the University of Akron, and seminars, workshops, and presentations at regional and national meetings to in-service teachers and geology faculty at other institutions. In addition, all learning materials created for this project will be made available to other faculty through departmental websites and textbook publishers (McGraw-Hill).