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

合作研究：EHR-Polar DCL：解决本科科学课堂中的技术和叙事挑战

• 批准号: 2021291
• 负责人: Joseph Levy
• 金额: $ 4.18万
• 依托单位: Colgate University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-15 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021291&HistoricalAwards=false
• 关键词: Collaborative; Research; EHR; Polar; DCL

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.

特拉华大学（UD）和高露洁大学的研究人员将在媒体上修改和实施有关极地科学课程。该课程将使学生具备技术技能，包括使用成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放在个人上下文中。在整个项目的过程中，将浸入以学生为中心的数据驱动课程中约有100名非遗物专业学生。评估将着重于提高学生分析和理解数据含义以及课程材料向不同机构的转移能力的能力。该项目的影响将通过UD和高露洁大学的持续提供，通过通过NSF赞助的科学教育资源中心（SERC）分发课程和教育学内容，以远远超出奖励期，这是向地球科学教育者的主要阐明，并通过向主要地球科学会议上提供新的和现有的地球科学指导者提供的专业发展工作室。将设计和实施一个非茎专业的新的极性科学课程。该课程基于认知主义和建构主义以及定量指标的结合，以评估学生在技术和叙事挑战方面的进步。评估将解决以下假设：学生接触成对编程教育学将提高其技术数据访问和解释技能，并假设学生接触到已发达的叙事结构练习将表明提高观点的技巧，并能够更好地理解介绍数据的叙事环境。该项目由极地计划办公室和本科教育部共同资助。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估标准，认为值得通过评估来获得支持。