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首页> 外文期刊>Journal of Geoscience Education >National Geoscience Faculty Survey 2016: Prevalence of systems thinking and scientific modeling learning opportunities
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National Geoscience Faculty Survey 2016: Prevalence of systems thinking and scientific modeling learning opportunities

机译：2016年国家地球科学教师调查：系统思维思维和科学建模学习机会的普遍存在

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Scientific modeling and systems thinking (SMST) is central to the geosciences, yet few studies have documented how and to what extent undergraduate geoscience courses emphasize SMST, as well as factors that might help explain or predict these trends. Here, we present research based on data (n=2056) from the most recent (2016) administration of the National Geoscience Faculty Survey, administered to a national sample of postsecondary geoscience instructors in the United States. We investigated instructor- and course-related variables as they relate to a set of 9 survey items that serve as a composite measure for SMST. Significant variation was observed in reported frequencies of individual SMST practices in undergraduate geoscience courses. The highest levels of reported SMST were associated with faculty from atmospheric and environmental sciences, those who emphasized research-based, studentcentered pedagogical practices, those who recently made changes to both course content and teaching methods, and those who reported high levels of engagement in instructional improvement activities (workshops, presentations, seminars). Reported SMST practices were similar for faculty identifying as geoscientists and geoscience education researchers, and both were significantly higher than for teaching-focused faculty who do not conduct research. A linear regression model including variables found to be significant in the analyses was able to predict 17% of the overall variance in reported SMST practices. These findings illustrate the importance of instructors' disciplinary orientation and active engagement in instructional innovation as related to SMST, and provide important points of impact for enhancing SMST in undergraduate geoscience courses through course design and faculty development. However, the relatively modest predictive power of the regression model indicates there are many other factors influencing SMST that warrant future research.
机译：科学建模和系统思维（SMPT）是地球科学的核心，但很少有研究记录了本科地球科学课程如何以及在多大程度上以及在多大程度上，以及可能有助于解释或预测这些趋势的因素。在这里，我们在全国地球科学教师调查中获取基于数据（N = 2056）的数据（n = 2056），该调查管理到美国的全权地球科学讲师国家样本。我们调查了与讲师和课程相关的变量，因为它们与一套9个调查项目相关，作为SMST的复合措施。在本科地球科学课程中报告的个别SMPT练习的频率观察到显着变化。据报道的最高级别的SMP与来自大气和环境科学的教师有关，那些强调基于研究的学生的教学实践，最近对课程内容和教学方法进行了改变的人，以及报告了教学高度参与的人改善活动（研讨会，演示，研讨会）。报告的SMPT实践对于教师与地球科学和地球科学教育研究人员相似，两者都显着高于不进行研究的教学系。在分析中发现包含变量的线性回归模型能够预测报告的SMST实践中的17％的整体方差。这些调查结果说明了教师纪律取向和积极参与教学创新与SMST相关的重要性，并为通过课程设计和教师发展提供了加强大学生地球科学课程中的SMST的重要观点。然而，回归模型的相对适度的预测力表明了许多影响SMST的其他因素，这是保证未来的研究。

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