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| Titel |
Training hydrologists to be ecohydrologists: a "how-you-can-do-it" example leveraging an active learning environment for studying plant–water interaction |
| VerfasserIn |
S. W. Lyon, M. T. Walter, E. J. Jantze, J. A. Archibald |
| 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 ; 17, no. 1 ; Nr. 17, no. 1 (2013-01-22), S.269-279 |
| Datensatznummer |
250017689
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| Publikation (Nr.) |
 copernicus.org/hess-17-269-2013.pdf |
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| Zusammenfassung |
| Structuring an education strategy capable of addressing the various spheres
of ecohydrology is difficult due to the inter-disciplinary and
cross-disciplinary nature and general breadth of this emergent field.
Clearly, there is a need for such strategies to accommodate more progressive
educational concepts while highlighting a skills-based education. To
demonstrate a possible way to develop courses that include such concepts, we
offer a case-study or a potential "how-you-can-do-it" example from a recent
course set in an ecohydrological context co-taught by teachers from
Stockholm University and Cornell University at Stockholm University's
Navarino Environmental Observatory (NEO) in Costa Navarino, Greece. This
course focused on introducing hydrology Master's students to some of the
central concepts of ecohydrology, while at the same time supplying
process-based understanding relevant for characterizing evapotranspiration.
As such, the main goal of the course was to explore some of the central
theories in ecohydrology and their connection to plant–water interactions
and the water cycle in a semiarid environment. While this course is still in
its infancy with regards to addressing some of the more in-depth aspects of
ecohydrology, it does provide a relevant basis with an initial emphasis on
the more physical concepts of ecohydrology from which to build towards the
more physiological concepts (e.g., unique plant adaptations to water
availability or differences in water use between native plants and irrigated
vegetation). In addition to presenting this roadmap for ecohydrology course
development, we explore the utility and effectiveness of adopting active
teaching and learning strategies drawing from the suite of learn-by-doing,
hands-on, and inquiry-based techniques in such a course. We test a potential
gradient of "activeness" across a sequence of three teaching and learning
activities. Our results indicate that there was a clear advantage for
utilizing active learning with a preference among the students towards the
more "active" techniques. This demonstrates the added value of incorporating
even the simplest active learning approaches in our ecohydrology (or
general) teaching. |
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