DOI: 10.5194/hess-20-1289-2016
Scopus记录号: 2-s2.0-84964354738
论文题名: Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities
作者: Sanchez C ; A ; , Ruddell B ; L ; , Schiesser R ; , Merwade V
刊名: Hydrology and Earth System Sciences
ISSN: 10275606
出版年: 2016
卷: 20, 期: 3 起始页码: 1289
结束页码: 1299
语种: 英语
Scopus关键词: Curricula
; Education
; Hydrology
; Professional aspects
; Students
; Teaching
; Visualization
; Authentic learning
; Data-driven model
; Data-driven simulation
; Enhanced learning
; Learning profiles
; Real world situations
; Student perspectives
; Undergraduate Courses
; Data visualization
; civil engineering
; data assimilation
; data interpretation
; hydrological modeling
; hydrology
; knowledge
; learning
; student
; teaching
; visualization
英文摘要: Previous research has suggested that the use of more authentic learning activities can produce more robust and durable knowledge gains. This is consistent with calls within civil engineering education, specifically hydrology, that suggest that curricula should more often include professional perspective and data analysis skills to better develop the "T-shaped" knowledge profile of a professional hydrologist (i.e., professional breadth combined with technical depth). It was expected that the inclusion of a data-driven simulation lab exercise that was contextualized within a real-world situation and more consistent with the job duties of a professional in the field, would provide enhanced learning and appreciation of job duties beyond more conventional paper-and-pencil exercises in a lower-division undergraduate course. Results indicate that while students learned in both conditions, learning was enhanced for the data-driven simulation group in nearly every content area. This pattern of results suggests that the use of data-driven modeling and visualization activities can have a significant positive impact on instruction. This increase in learning likely facilitates the development of student perspective and conceptual mastery, enabling students to make better choices about their studies, while also better preparing them for work as a professional in the field. © Author(s) 2016. Citation statistics:
资源类型: 期刊论文
标识符: http://119.78.100.158/handle/2HF3EXSE/78880
Appears in Collections: 气候变化事实与影响
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作者单位: Oregon State University, Corvallis, OR, United States; Arizona State University, Tempe, AZ, United States; Chandler-Gilbert Community College, Chandler, AZ, United States; Purdue University, West Lafayette, IN, United States
Recommended Citation:
Sanchez C,A,, Ruddell B,et al. Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities[J]. Hydrology and Earth System Sciences,2016-01-01,20(3)