Two teaching approaches for improving student learning in general education hydrology
AuthorTollefson, Stacy Joy.
Committee ChairDavis, Donald R.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractRecent national and local science education reform efforts to promote scientific and hydrologic literacy call for a new vision of science teaching. This is a vision where the understanding of science concepts is emphasized over the memorization of facts, and where students are engaged in "inquiry-based" laboratory experiences rather than the typical "cookbook" laboratory experiences. In order to align with this vision, reformbased instructional practices need to be employed. Two such practices used in the general education hydrology courses at the University of Arizona are described in the two manuscripts that make up the bulk of this study. The first manuscript concerns Vee maps, which support inquiry and conceptual understanding. The second manuscript discusses the use of Teaching Teams to support inquiry activities in the classroom by enlisting peer assistants to help the groups during Vee map, or other inquiry-based, investigations. Taken as a whole, these manuscripts focus on two reform-based instructional methods that can be used to promote student learning in general education hydrology.
Degree ProgramHydrology and Water Resources