Show simple item record

dc.contributor.authorTollefson, Stacy Joy.
dc.creatorTollefson, Stacy Joy.en_US
dc.date.accessioned2011-11-28T13:51:11Z
dc.date.available2011-11-28T13:51:11Z
dc.date.issued2002en_US
dc.identifier.urihttp://hdl.handle.net/10150/191330
dc.description.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.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.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.en_US
dc.subjectHydrology.
dc.subjectHydrology -- Study and teaching (Higher)
dc.titleTwo teaching approaches for improving student learning in general education hydrologyen_US
dc.typeThesis-Reproduction (electronic)en_US
dc.typetexten_US
dc.contributor.chairDavis, Donald R.en_US
dc.identifier.oclc222307265en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineHydrology and Water Resourcesen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameM.S.en_US
dc.description.notehydrology collectionen_US
refterms.dateFOA2018-08-24T09:32:05Z
html.description.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.


Files in this item

Thumbnail
Name:
azu_td_hy_0061_sip1_w.pdf
Size:
3.213Mb
Format:
PDF
Description:
azu_td_hy_0061_sip1_w.pdf

This item appears in the following Collection(s)

Show simple item record