Evaluation of student learning, self-efficacy, and perception of the value of geologic monitoring from <i>Living on the Edge</i>, an InTeGrate curriculum module

The InTeGrate curriculum, <i>Living on the Edge: Building Resilient Societies on Active Plate Margins</i> (LOE)<i>,</i> 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 (&lt; 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.

InTeGrate课程旗下的《Living on the Edge: Building Resilient Societies on Active Plate Margins》（以下简称LOE）聚焦板块边界的地质灾害及其关联社会风险展开探究。该课程融合了基于实证的教学实践方法，引导学生运用地质数据开展分析与解读工作。课程材料面向广泛应用场景开发，目前已在3所院校的多类本科地球科学课堂中落地实施。本研究基于LOE课程实施前后的配套测评工具采集的全新数据，对学生学习成效进行分析。结果显示，所有受访课堂场景中的学生学习成效均有所提升：学习增益出现在每单元授课时长最短（≤50分钟）的大班课堂（50-140名学生）中，而在每单元授课时长更长（≥75分钟）的小班课堂（<15名学生）中，学生的学习增益更为显著。无论是需要信息应用的课堂活动，还是仅需简单记忆的测评题目，各类课堂场景下的学生均实现了学习增益。参与课程后，学生在准确识别板块边界灾害与风险决定因素方面的自我效能感，在5分制量表中至少提升了1分。绝大多数学生认同（或完全认同）地质监测对自身及社会均具有重要价值，这表明LOE课程活动贴合学生需求，且与学生的学习成效存在相关性。即便授课教师并非LOE课程的研发人员，相关课堂中学生同样取得了显著的学习增益，这印证了InTeGrate课程材料可被广泛推广应用的项目目标。

搜集汇总

背景与挑战

背景概述

该数据集评估了InTeGrate课程模块《Living on the Edge》对学生学习、自我效能感和地质监测价值感知的影响。研究发现，学生在不同课堂环境中均表现出学习增益，自我效能感提升，且大多数学生认为地质监测对个人和社会有价值。数据集支持课程材料广泛适用，并包含相关评估数据和分析结果。