Integrated Inquiry-Based Field Investigations in Environmental Science

环境科学中基于综合探究的实地调查

• 批准号: 0125540
• 负责人: Sean Richards
• 金额: $ 6.58万
• 依托单位: University of Tennessee Chattanooga
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-02-15 至 2005-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0125540&HistoricalAwards=false
• 关键词: Integrated; Inquiry; Based; Field; Investigations

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.

生物科学（61）该项目正在开发，实施和评估我们的环境科学计划中的入门和上层课程的学生驱动的假设测试实验室模块。我们的项目为学生提供了通过修改当前实验室课程并改善现场测试工具来进行假设检验的现场机会。有针对性的课程可能缺乏学生驱动的，现场调查组件，由于缺乏设备而导致的现场调查有限，或者由于缺乏设备而没有提供实验室课程。调查模块基于Switzer和Shriner（2000）和Eisen（1998）开发的概念，以及在北亚利桑那大学佛罗里达理工学院和米德尔伯里学院（Florida Technology Institute of Florida Technology Institute of Field Site调查模型）的成功模型。我们的主要目标是为学生提供积极且合作的学习技术，以提高他们对科学假设检验性质的理解。每个模块都要求学生在四个常见研究地点之一中产生“环境风险”的假设。课堂内的各个组是在现场测试假设，分析其数据，向班级呈现结果，并对个人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可以改善学生对解决问题的技能的使用和检验假设的科学方法。该项目的结果将通过科学和教育会议，网站，讲师手动补充以及经过同行评审的期刊以及高中教师和UTC学生科学老师的两个Globe Summer研讨会来传播该项目的结果。