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| Titel |
A virtual tornadic thunderstorm enabling students to construct knowledge about storm dynamics through data collection and analysis |
| VerfasserIn |
W. A. Gallus, C. Cervato, C. Cruz-Neira, G. Faidley |
| Medientyp |
Artikel
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| Sprache |
Englisch
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| ISSN |
1680-7340
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| Digitales Dokument |
URL |
| Erschienen |
In: Earth System Science Data access, distribution and use for education and research ; Nr. 8 (2006-06-06), S.27-32 |
| Datensatznummer |
250005306
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| Publikation (Nr.) |
 copernicus.org/adgeo-8-27-2006.pdf |
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| Zusammenfassung |
| A visually realistic tornadic supercell thunderstorm has been constructed in
a fully immersive virtual reality environment to allow students to better
understand the complex small-scale dynamics present in such a storm through
data probing. Less-immersive versions have been created that run on PCs,
facilitating broader dissemination. The activity has been tested in
introductory meteorology classes over the last four years. An exercise
involving the virtual storm was first used by a subset of students from a
large introductory meteorology course in spring 2002. Surveys were used at
that time to evaluate the impact of this activity as a constructivist
learning tool. More recently, data probe capabilities were added to the
virtual storm activity enabling students to take measurements of
temperature, wind, pressure, relative humidity, and vertical velocity at any
point within the 3-D volume of the virtual world, and see the data plotted
via a graphical user interface. Similar surveys applied to groups of
students in 2003 and 2004 suggest that the addition of data probing improved the
understanding of storm-scale features, but the improved understanding may
not be statistically significant when evaluated using quizzes reflecting
short-term retention. The use of the activity was revised in 2005 to first
have students pose scientific questions about these storms and think about a
scientific strategy to answer their questions before exploring the storm.
Once again, scores on quizzes for students who used the virtual storm
activity were slightly better than those of students who were exposed to
only a typical lecture, but differences were not statistically significant. |
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