Integrated Inquiry-Based Field Investigations in Environmental Science

本项目为环境科学专业的入门级和高级课程开发、实施和评估学生驱动的、假设检验的实验室模块。我们的项目通过修改现有的实验课程和改进现场测试仪器，为学生提供实地进行假设检验的机会。目标课程可能缺乏学生驱动的实地调查部分，由于缺乏设备而包含有限的实地调查，或者由于缺乏设备而不提供实验课程。调查模块基于Switzer和Shriner（2000）和Eisen（1998）开发的概念，以及在佛罗里达理工学院、北亚利桑那大学和米德尔伯里学院实施的现场调查的成功模型。我们的主要目标是为学生提供积极和合作的学习技巧，以提高他们对科学假设检验本质的理解。每个模块都要求学生在四个常见的研究地点之一对“环境风险”做出假设。课堂上的个人小组在现场测试假设，分析他们的数据，向全班展示他们的结果，并对个人学生和小组工作进行同行评估。我们的评估计划旨在确定实施的模块是否提高了学生解决问题的能力和检验假设的科学方法。项目成果将通过在科学和教育会议上的介绍、网站、教员手册补编和同行评议的期刊以及为高中教师和UTC学生科学教师举办的两次GLOBE夏季讲习班来传播。

Biological Sciences (61)This project is developing, implementing, and assessing student-driven, hypothesis testing laboratory modules for introductory and upper level courses in our Environmental Science Program. Our project provides students with field opportunities to conduct hypothesis testing by revising current laboratory curriculum and improving field testing instrumentation. The targeted courses may lack student-driven, field investigation components, contain limited field investigations due to lack of equipment, or do not offer a laboratory course due to lack of equipment. Investigative modules are based on concepts developed by Switzer and Shriner (2000) and Eisen (1998) and successful models for field site investigationsimplemented at the Florida Institute of Technology, Northern Arizona University, and Middlebury College. Our primary goal is to provide students with active and cooperative learning techniques to improve their understanding of the hypothesis-testing nature of science. Each module requires students to generate hypotheses for "environmental risk" at one of four common study sites. Individual groups within classes are testing hypotheses on-site, analyziong their data, presenting their results to the class, and conducting peer assessments of individual student and group work. Our assessment plan aims to determine if the implemented modules improve student use of problem-solving skills and the scientific method to test hypotheses. The project results will be disseminated by presentation at scientific and education meetings, by web-site, instructor manual supplements, and peer-reviewed journals, and by two GLOBE summer workshops for high school teachers and UTC student science teachers.