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| Titel |
Incorporating student-centered approaches into catchment hydrology teaching: a review and synthesis |
| VerfasserIn |
S. E. Thompson, I. Ngambeki, P. A. Troch, M. Sivapalan  , D. Evangelou |
| 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. 9 ; Nr. 16, no. 9 (2012-09-13), S.3263-3278 |
| Datensatznummer |
250013468
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| Publikation (Nr.) |
 copernicus.org/hess-16-3263-2012.pdf |
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| Zusammenfassung |
| As hydrologists confront the future of water resources on a globalized,
resource-scarce and human-impacted planet, the educational preparation of
future generations of water scientists becomes increasingly important.
Although hydrology inherits a tradition of teacher-centered direct
instruction – based on lecture, reading and assignment formats – a growing
body of knowledge derived from engineering education research suggests that
modifications to these methods could firstly improve the quality of
instruction from a student perspective, and secondly contribute to better
professional preparation of hydrologists, in terms of their abilities to
transfer knowledge to new contexts, to frame and solve novel problems, and
to work collaboratively in uncertain environments. Here we review the
theoretical background and empirical literature relating to adopting student-centered
and inductive models of teaching and learning. Models of student-centered
learning and their applications in engineering education are
introduced by outlining the approaches used by several of the authors to
introduce student-centered and inductive educational strategies into their
university classrooms. Finally, the relative novelty of research on
engineering instruction in general and hydrology in particular creates
opportunities for new partnerships between education researchers and
hydrologists to explore the discipline-specific needs of hydrology students
and develop new approaches for instruction and professional preparation of
hydrologists. |
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