Exploration-Driven Online Science Education: Habitable Worlds 2.0

探索驱动的在线科学教育：宜居世界 2.0

• 批准号: 1225741
• 负责人: Ariel Anbar
• 金额: $ 59.89万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-01-01 至 2019-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1225741&HistoricalAwards=false
• 关键词: Exploration; Driven; Online; Science; Education

Society's response to climate change and many other challenges hinges on public understanding that science is not a body of facts and certainties in tidy disciplines, but rather a process of reasoning which often crosses disciplines and which narrows the uncertainties of knowledge. Unfortunately, the way science is taught to non-science students at most large universities tends to reinforce misconceptions. For example, many students satisfy their general science requirement in very large introductory lecture courses based on traditional disciplines. While some of these courses are excellent, they often emphasize facts rather than scientific reasoning. Lectures are often supplemented by laboratories to address this gap. However, when class sizes reach the hundreds, laboratories often feature scripted "cookbook" activities that do not teach students to reason scientifically.In this project, the investigators are deploying and assessing a large-enrollment undergraduate general education science course that places scientific reasoning and multidisciplinary perspectives at the heart of the experience. This model is possible because of developments in online, computer-assisted education (cyberlearning). The project builds on Arizona State University's semester-long "Habitable Worlds" course, which is organized around the search for intelligent life beyond Earth. Motivated by the question "Are we alone?" students explore key science concepts from astronomy to sustainability using online tutorials that employ interactive simulations and immersive, media-rich "virtual field trips" (VFTs). Video lectures are embedded in the tutorials, but as scaffolding rather than as centerpieces. The tutorials utilize an intelligent software platform that responds adaptively to student input--essentially, a virtual tutor--and collects data on students' actions and inputs useful for learning research and course development. Such platforms that can be programmed by the instructor are now becoming commercially available. The investigators' thesis is that for large student populations this model is superior to conventional lecture-based online and face-to-face courses."Habitable Worlds" was piloted in Fall 2011 and will have been offered to about 800 ASU students online by the end of Fall 2012. In this project, the investigators, in collaboration with Maricopa Community College District (MCCD) faculty, are deploying and assessing a new version, "Habitable Worlds 2.0," which is optimized to scale to even larger and more diverse student populations. In this revised course, tutorials follow a learning progression from less to more mathematically involved, and are better aligned with K-12 education standards for pre-service teachers enrolled in ASU's Mary Lou Fulton Teachers College (MLFTC). Data collected by the tutoring platform is being used for research on student problem-solving. The investigators are also comparing the effectiveness of VFTs to physical field trips and are rigorously evaluating course effectiveness using both formative and summative methods.Because of the size of ASU and MCCD, this project could have far-reaching effects on undergraduate science education nationwide. Because "Habitable Worlds 2.0" is part of the redesigned teacher preparation program at MLFTC, which is one of the largest teacher preparation programs in the United States, the project is also likely to have a broad impact on K-12 education.

社会对气候变化和许多其他挑战的反应取决于公众的理解，即科学不是一整套整齐划一的学科中的事实和确定性，而是一个经常跨学科并缩小知识不确定性的推理过程。不幸的是，大多数大型大学向非科学学生教授科学的方式往往会强化误解。例如，许多学生通过基于传统学科的大型入门讲座课程来满足他们的一般科学要求。虽然其中一些课程非常出色，但它们往往强调事实而不是科学推理。讲座通常由实验室来补充，以弥补这一差距。然而，当班级规模达到数百人时，实验室通常以照本宣科的“食谱”活动为特色，这些活动并不教学生科学推理。 在这个项目中，研究人员正在部署和评估一门大招生本科通识教育科学课程，该课程将科学推理和多学科视角是体验的核心。由于在线计算机辅助教育（网络学习）的发展，这种模式成为可能。该项目以亚利桑那州立大学为期一个学期的“宜居世界”课程为基础，该课程是围绕寻找地球以外的智慧生命而组织的。受到“我们孤独吗？”这个问题的启发。学生使用在线教程探索从天文学到可持续发展的关键科学概念，这些教程采用交互式模拟和沉浸式、媒体丰富的“虚拟实地考察”(VFT)。视频讲座嵌入在教程中，但作为脚手架而不是核心。这些教程利用一个智能软件平台，该平台可以自适应地响应学生的输入（本质上是一个虚拟导师），并收集有关学生行为和输入的数据，这对学习研究和课程开发有用。这种可以由教师编程的平台现在已经开始商业化。调查人员的论点是，对于大量学生群体来说，这种模式优于传统的基于讲座的在线和面对面课程。“宜居世界”于 2011 年秋季试行，并将由 ASU 在线课程向大约 800 名亚利桑那州立大学学生提供。 2012 年秋季末。在这个项目中，研究人员与马里科帕社区学院区 (MCCD) 教员合作，正在部署和评估一个新版本“宜居世界” 2.0”，该版本经过优化，可以扩展到更大、更多样化的学生群体。在这个修订后的课程中，教程遵循从较少涉及数学到更多涉及数学的学习进程，并且更好地符合亚利桑那州立大学玛丽·卢·富尔顿师范学院 (MLFTC) 注册的职前教师的 K-12 教育标准。辅导平台收集的数据被用于研究学生解决问题的方法。研究人员还将 VFT 与实地考察的有效性进行比较，并使用形成性和总结性方法严格评估课程有效性。由于 ASU 和 MCCD 的规模，该项目可能对全国本科科学教育产生深远影响。由于“宜居世界2.0”是MLFTC重新设计的教师培训项目的一部分，而MLFTC是美国最大的教师培训项目之一，因此该项目也可能对K-12教育产生广泛的影响。