测量一个遥远的地方的新手-专家的位置感:对地球科学教学的影响
Anne U Gold1, Emily M Geraghty Ward1, Casey L Marsh1
1Cooperative Institute for Research in Environmental Sciences (CIRES), CIRES Education and Outreach Program, University of Colorado Boulder, Boulder, Colorado, United States of America.
PloS one
|October 26, 2023
概括
新的工具可以测量格陵兰岛等偏远地区的地理位置感. 拥有强大联系的专家比新手表现出更深层次的理解,这表明虚拟体验可以增强对遥远地方的学习.
科学领域:
- 环境心理学 环境心理学
- 地质科学教育 地质科学教育
- 基于地点的学习
背景情况:
- 地位感通常是通过直接经验或旅行来发展的.
- 了解位置感对于基于位置的教育和学习成果至关重要.
- 测量偏远地区的位置感带来了独特的挑战.
研究的目的:
- 引入创新的工具来测量偏远地区的位置感,以格陵兰为案例研究.
- 调查代理体验 (例如虚拟体验) 与直接体验相比是否可以培养更强烈的位置感.
- 区分与格陵兰有着密切联系的人 (专家) 和没有先前经验的人 (新手) 之间的位置感.
主要方法:
- 开发和应用了新的工具来评估位置感,专注于单词和短语分析.
- 利用了词语的情感价值赋值,短语的主题分析和词语分类.
- 对比一组格陵兰专家 (n=93) 和一组从未访问过格陵兰的新手 (n=142).
主要成果:
- 在专家和新手用来描述格陵兰的语言中发现了显著的差异.
- 专家们展示了更复杂的描述,使用了更多的情感词和细微的属性 (自然特征,文化,人,关注).
- 新手的描述更肤浅,与专家 (4%) 相比,表达中立观点的比例更高 (31%).
结论:
- 通过新的测量工具促进的替代体验,可以创建一个可测量的位置感,即使是偏远的位置.
- 虚拟实地考察和环境显示了通过加深学生对遥远地理区域的感觉来增强地球科学教育的潜力.
- 该研究为评估和潜在地培养在教育环境中更强烈的位置感提供了一个框架,特别是对于偏远或难以进入的位置.
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