Flipping the Script: Using Short Videos to Promote Learning in Introductory Geoscience Courses

该项目正在开发一系列短视频，供大型地球科学入门课程的自定进度课前观看，并测试其对学生学习和元认知判断的影响，包括评估最能促进学习的使用模式和视频特征。这些视频侧重于地球科学素养的概念，也正在作为“翻转课堂”方法的一个组成部分进行测试，其中一些内容的交付被转移到视频格式，课堂会议涉及更多的主动学习策略的参与。支持使用和评估的视频和相关资源正在通过发布到科学教育资源中心（SERC）网站和YouTube与更广泛的地球科学界分享。这个项目的智力价值在于它的全面和及时的方法，在文献中有很好的基础，开发和评估视频资源及其在翻转教室中的使用。更广泛的影响包括视频本身的广泛可用性，以及从教育研究中获得相关见解的潜力，以改变地球科学入门课程的教学实践。

The project is developing a series of short videos for self-paced, pre-class viewing in large introductory geoscience courses and testing their impact on student learning and metacognitive judgments, including the assessment of patterns of use and video characteristics that best promote learning. The videos, which focus upon geoscience-literacy concepts, are also being tested as a component of a "flipped-classroom" approach, in which some content delivery is shifted to video format, and class meetings involve greater participation in active-learning strategies. Videos and related resources to support use and assessment are being shared with the broader geoscience community by posting to the Science Education Resource Center (SERC) website and to YouTube. The intellectual merit of this project lies in its comprehensive and timely approach, well-grounded in the literature, to developing and assessing both video resources and their use in flipped classrooms. Broader impacts include the wide availability of the videos themselves, as well as the potential for associated insights from the educational research to shift pedagogical practices in introductory geoscience courses.