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首页> 外文期刊>Journal of Geoscience Education >Evaluation of student learning, self-efficacy, and perception of the value of geologic monitoring from Living on the Edge, an InTeGrate curriculum module
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Evaluation of student learning, self-efficacy, and perception of the value of geologic monitoring from Living on the Edge, an InTeGrate curriculum module

机译：评估学生学习，自我效力和对边缘地质监测价值的看法，整合课程模块

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The InTeGrate curriculum, Living on the Edge: Building Resilient Societies on Active Plate Margins (LOE), explores geologic hazards and related societal risks at plate boundaries. The curriculum incorporates research-based pedagogical practices and the use of geologic data for students to analyze and interpret. Materials were developed for broad use and have been implemented at 3 institutions in a range of undergraduate geoscience classroom settings. Here we present an analysis of student learning based on new data collected with a pre- and post-LOE curriculum instrument. Results indicate increased student learning in all types of classrooms examined. Learning gains occur in large classes (50–140 students) that spent the least amount of time on each unit (~ 50 minutes), but students achieve even larger gains in small classes (< 15 students) that spent more time on curriculum (≥ 75 minutes per curricular unit). Learning gains occured in all class types in activities that required application of information as well as in items that required only simple recall. Students’ self-efficacy in their ability to accurately identify factors that determine hazards and risks at plate boundaries increased by at least 1 point on a 5-point scale following their participation in the curriculum. Most students agree (or strongly agree) that geologic monitoring is likely to be valuable to them and to society, which makes LOE activities relevant to them and correlates with their learning. Significant student learning also occurred in courses taught by an instructor who was not an LOE author, which supports the goal that InTeGrate materials can be widely used.
机译：整合课程，生活在边缘：在主动板边距（LOE）上建立弹性社会，探讨板界的地质危害和相关的社会风险。课程包括基于研究的教学实践和使用地质数据，供学生分析和解释。材料开发用于广泛使用，并在一系列本科地球科学课堂环境中在3个机构实施。在这里，我们基于与后期后课程仪器收集的新数据进行了对学生学习的分析。结果表明，在检查各种教室中的学生学习增加。学习收益发生在大型课程（50-140名学生）中，在每个单位（〜50分钟）上度过了最少的时间（〜50分钟），但学生在小班（<15名学生）中的增长甚至在课程上花费更多时间（≥每个课程单位75分钟）。在所有课程类型中发生学习获益，这些类型中需要应用信息的活动以及只需要简单召回的项目。学生的自我效能，能够准确地识别在参与课程后的5分层中增加了至少1点的危险和风险的因素。大多数学生都同意（或非常同意）地质监测可能对他们和社会有价值，这使得与他们相关的LOE活动并与他们的学习相关联。由不是LOE作者教授的课程也发生了重要的学生学习，该课程支持LOE作者，支持整合材料的目标可以广泛使用。

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