Collaborative Research: EHR-Polar DCL: Addressing the Technical and Narrative Challenges in the Undergraduate Science Classroom

特拉华大学（University of Delaware）和科尔盖特大学（Colgate University）的研究人员将在媒体上修改并实施一门关于极地科学的课程。该课程将使学生掌握技术技能，包括使用结对编程方法教授的计算机编程技能，以评估媒体报道的地球科学数据，并使用传达科学信息的叙述将这些数据置于个人背景中。在整个项目过程中，约100名非地球科学专业的学生将沉浸在以学生为中心、数据驱动的课程中。评估将侧重于提高学生分析和理解数据含义的能力，以及课程材料在不同机构的可转移性。该项目的影响将远远超出奖励期限，通过在特拉华大学和科尔盖特大学继续提供课程，通过nsf赞助的科学教育资源中心（SERC）作为地球科学教育者的主要渠道分发课程和教学内容，并通过在主要地球科学会议上为新的和现有的地球科学教师提供专业发展研讨会。将为非stem专业设计和实施新的极地科学课程。本课程基于认知主义和建构主义的结合，并采用定量指标来评估学生在技术和叙事挑战方面的进展。评估将涉及以下假设：学生接触结对编程教学法将提高他们的技术数据获取和解释技能；学生接触发达的叙事结构练习将展示提高的观点采纳技能，并能够更好地理解呈现数据的叙事背景。该项目由极地项目办公室和本科教育司共同资助。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Researchers at the University of Delaware (UD) and at Colgate University will revise and implement a course on polar science in the media. The course will equip students with the technical skills, including computer programming skills taught using a pair-programming approach, to evaluate geoscience data reported in the media and will place this data within a personal context using narratives that convey scientific information. Over the course of the project, ~100 non-geoscience major students will be immersed in a student-centered, data-driven course. Evaluations will focus on improving students' ability to analyze and understand the implications of data and on the transferability of the course materials to different institutions. The impact of this project will extend well beyond the award period through continued offerings at UD and Colgate University, by distributing the course and pedagogy content through the NSF-sponsored Science Education Resource Center (SERC) as the primary conduit to geoscience educators and through professional development workshops offered to new and existing geoscience instructors at major geoscience conferences. A new polar science course for non-STEM majors will be designed and implemented. The course is based on a combination of cognitivism and constructivism and with quantitative metrics for assessing student progress on technical and narrative challenges. Evaluations will address the hypothesis that student exposure to a pair-programming pedagogy will improve their technical data access and interpretation skills and the hypothesis that students exposed to developed narrative structure exercises will demonstrate improved perspective-taking skills and will be able to demonstrate better understanding the narrative context in which the data are presented. The project is co-funded by the Office of Polar Programs and the Division of Undergraduate Education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.