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| Titel |
Teaching hydrogeology: a review of current practice |
| VerfasserIn |
T. Gleeson, D. M. Allen, G. Ferguson |
| Medientyp |
Artikel
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| Sprache |
Englisch
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| ISSN |
1027-5606
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| Digitales Dokument |
URL |
| Erschienen |
In: Hydrology and Earth System Sciences ; 16, no. 7 ; Nr. 16, no. 7 (2012-07-18), S.2159-2168 |
| Datensatznummer |
250013371
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| Publikation (Nr.) |
 copernicus.org/hess-16-2159-2012.pdf |
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| Zusammenfassung |
| Hydrogeology is now taught in a broad spectrum of departments and
institutions to students with diverse backgrounds. Successful instruction in
hydrogeology thus requires a variety of pedagogical approaches depending on
desired learning outcomes and the background of students. We review the
pedagogical literature in hydrogeology to highlight recent advances and
analyze a 2005 survey among 68 hydrogeology instructors. The literature and
survey results suggest there are only ~ 15 topics that are considered
crucial by most hydrogeologists and > 100 other topics that are considered
crucial by some hydrogeologists. The crucial topics focus on properties of
aquifers and fundamentals of groundwater flow, and should likely be part of
all undergraduate hydrogeology courses. Other topics can supplement and
support these crucial topics, depending on desired learning outcomes.
Classroom settings continue to provide a venue for emphasizing fundamental
knowledge. However, recent pedagogical advances are biased towards field and
laboratory instruction with a goal of bolstering experiential learning.
Field methods build on the fundamentals taught in the classroom and
emphasize the collection of data, data uncertainty, and the development of
vocational skills. Laboratory and computer-based exercises similarly build
on theory, and offer an opportunity for data analysis and integration. The
literature suggests curricula at all levels should ideally balance field,
laboratory, and classroom pedagogy into an iterative and integrative whole.
An integrated, iterative and balanced approach leads to greater student
motivation and advancement of theoretical and vocational knowledge. |
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