World Library  


Add to Book Shelf
Flag as Inappropriate
Email this Book

Enhancing the T-shaped Learning Profile when Teaching Hydrology Using Data, Modeling, and Visualization Activities : Volume 12, Issue 7 (01/07/2015)

By Sanchez, C. A.

Click here to view

Book Id: WPLBN0004012397
Format Type: PDF Article :
File Size: Pages 24
Reproduction Date: 2015

Title: Enhancing the T-shaped Learning Profile when Teaching Hydrology Using Data, Modeling, and Visualization Activities : Volume 12, Issue 7 (01/07/2015)  
Author: Sanchez, C. A.
Volume: Vol. 12, Issue 7
Language: English
Subject: Science, Hydrology, Earth
Collections: Periodicals: Journal and Magazine Collection, Copernicus GmbH
Historic
Publication Date:
2015
Publisher: Copernicus Gmbh, Göttingen, Germany
Member Page: Copernicus Publications

Citation

APA MLA Chicago

Ruddell, B. L., Schiesser, R., Sanchez, C. A., & Merwade, V. (2015). Enhancing the T-shaped Learning Profile when Teaching Hydrology Using Data, Modeling, and Visualization Activities : Volume 12, Issue 7 (01/07/2015). Retrieved from http://hawaiilibrary.net/


Description
Description: Oregon State University, Corvallis, Oregon, USA. 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.

Summary
Enhancing the T-shaped learning profile when teaching hydrology using data, modeling, and visualization activities

Excerpt
Alfieri, L., Brooks, P. J., Aldrich, N. J., and Tenenbaum, H. R.: Does discovery-based instruction enhance learning?, J. Educ. Psychol., 103, 1–18, 2011.; ASCE: Perspective on water resources education and training, J. Water Res. Pl.-ASCE, 116, 116, 99–133, doi:10.1061/(ASCE)0733-9496(1990)116:1(99), 1990.; Bransford, J. D., Brown, A. L., and Cocking, R. R.: How People Learn: Brain, Mind, Experience, and School, National Academy Press, Washington, D.C, 1999.; Brown, J. S., Collins, A., and Duguid, P.: Situated cognition and the culture of learning, Educ. Res., 18, 32–42, 1989.; Cap-Net: Economics in sustainable water management training manual and facilitators' guide, available at: http://www.cap-net.org/training-material/economics-in-sustainable-water-management-english/ (last access: 22 May 2013), 2008.; Cognition and Technology Group at Vanderbilt: Emerging technologies, ISD, and learning environments: critical perspectives, Educ. Technol. Res. Develop., 40, 65–80, 1992.; Collins, A.: Cognitive apprenticeship and instructional technology, in: Educational Values and Cognitive Instruction: Implications for Reform, edited by: Idol, L. and Jones, B. F., Hillsdale, NJ, Lawrence Erlbaum Associates, 121–138, 1991.; De Jong, T. and Van Joolingen, W. R.: Scientific discovery learning with computer simulations of conceptual domains, Rev. Educ. Res., 68, 179–201, 1998.; Duch, B. J., Groh, S. E., and Allen, D. E.: Why problem-based learning. A case study of institutional change in undergraduate education, in: The Power of Problem-Based Learning, edited by: Duch, B. J., Groh, S. E., and Allen, D. E., Sterling, Virginia, 3–11, 2001.; Duderstadt, J. J.: Engineering for a Changing World: a Roadmap to the Future Engineering Practice, Research, and Education, The University of Michigan, Ann Arbor, MI, 2008.; Eagleson, P. S., Brutsaert, W. H., Colbeck, S. C., Cummins, K. W., Dozier, J., Dunne, T., and Zipser, E. J.: Opportunities in the Hydrologic Sciences, Natl. Acad. Press, Washington, DC, 1991.; Felder, R. M., Felder, G. N., and Dietz, E. J.: A longitudinal study of engineering student performance and retention. V. Comparisons with traditionally-taught students, J. Eng. Educ., 87, 469–480, 1998.; Gleeson, T., Allen, D. M., and Ferguson, G.: Teaching hydrogeology: a review of current practice, Hydrol. Earth Syst. Sci., 16, 2159–2168, doi:10.5194/hess-16-2159-2012, 2012.; Habib, E., Ma, Y., Williams, D., Sharif, H. O., and Hossain, F.: HydroViz: design and evaluation of a Web-based tool for improving hydrology education, Hydrol. Earth Syst. Sci., 16, 3767–3781, doi:10.5194/hess-16-3767-2012, 2012.; Hake, R. R.: Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses, Am. J. Phys., 66, 64–74, 1998.; Hansen, M. M.: Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature, J. Med. Internet Res., 10, e26, doi:10.2196/jmir.1051, 2008.; Lattuca, L. R., Terenzini, P. T., Volkwein, J. F., and Peterson, G.: The changing face of engineering education, The Bridge: Linking Engineering and Society, 36, 5–13, 2006.; MacDonald, L. H.: Developing a field component in hydrologic education, Water Resour. Bull., 29, 357–368, 1993.; McIntosh, B. S. and Taylor, A.: Developing T-shaped water professionals: building capacity in collaboration, learning, and leadership to drive innovation, J. Contemp. Water Res. Educ., 150, 6–17, 2013.; Miles, J. and Shevlin, M.: Applying Regression and Correlation: a Guide for Students and Researchers, Sage

 

Click To View

Additional Books


  • Spatial Variability in Floodplain Sedime... (by )
  • Analysis of Groundwater Drought Using a ... (by )
  • A Global and High-resolution Assessment ... (by )
  • Spatiotemporal Characterization of Disso... (by )
  • Modelling the Hydrologic Role of Glacier... (by )
  • Riparian Forest and Permanent Groundwate... (by )
  • Projected Changes in US Erosivity : Volu... (by )
  • Development of a Method of Robust Rain G... (by )
  • Preface Advances in Land Surface Hydrolo... (by )
  • Space-time Variability of Hydrological D... (by )
  • Comparison of Data-driven Methods for Do... (by )
  • A Simple Water-energy Balance Framework ... (by )
Scroll Left
Scroll Right

 



Copyright © World Library Foundation. All rights reserved. eBooks from Hawaii eBook Library are sponsored by the World Library Foundation,
a 501c(4) Member's Support Non-Profit Organization, and is NOT affiliated with any governmental agency or department.