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首页> 外文期刊>CBE Life Sciences Education >Assessing the Influence of Field- and GIS-based Inquiry on Student Attitude and Conceptual Knowledge in an Undergraduate Ecology Lab
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Assessing the Influence of Field- and GIS-based Inquiry on Student Attitude and Conceptual Knowledge in an Undergraduate Ecology Lab

机译：在大学生态实验室中评估基于字段和GIS的查询对学生态度和概念知识的影响

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Combining field experience with use of information technology has the potential to create a problem-based learning environment that engages learners in authentic scientific inquiry. This study, conducted over a 2-yr period, determined differences in attitudes and conceptual knowledge between students in a field lab and students with combined field and geographic information systems (GIS) experience. All students used radio-telemetry equipment to locate fox squirrels, while one group of students was provided an additional data set in a GIS to visualize and quantify squirrel locations. Pre/postsurveys and tests revealed that attitudes improved in year 1 for both groups of students, but differences were minimal between groups. Attitudes generally declined in year 2 due to a change in the authenticity of the field experience; however, attitudes for students that used GIS declined less than those with field experience only. Conceptual knowledge also increased for both groups in both years. The field-based nature of this lab likely had a greater influence on student attitude and conceptual knowledge than did the use of GIS. Although significant differences were limited, GIS did not negatively impact student attitude or conceptual knowledge but potentially provided other benefits to learners.
机译：将现场经验与信息技术的使用相结合，有可能创建一个基于问题的学习环境，使学习者参与真实的科学探究。这项为期2年的研究确定了野外实验室的学生与具有野外和地理信息系统（GIS）经验的学生之间在态度和概念知识上的差异。所有学生都使用无线电遥测设备来定位狐狸的松鼠，同时向一组学生提供了GIS中的附加数据集，以可视化和量化松鼠的位置。前/后调查和测试表明，两组学生在一年级的态度都有所改善，但是两组之间的差异很小。由于实地经验真实性的改变，第二年的态度普遍下降;但是，对于使用GIS的学生，其态度下降的程度比仅具有现场经验的学生的下降幅度要小。在这两年中，两组的概念知识也都增加了。与使用GIS相比，该实验室的现场性质可能会对学生的态度和概念知识产生更大的影响。尽管显着差异有限，但GIS不会对学生的态度或概念知识产生负面影响，但有可能为学习者带来其他好处。

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