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| Titel |
Moving university hydrology education forward with community-based geoinformatics, data and modeling resources |
| VerfasserIn |
V. Merwade, B. L. Ruddell |
| 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. 8 ; Nr. 16, no. 8 (2012-08-02), S.2393-2404 |
| Datensatznummer |
250013401
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| Publikation (Nr.) |
 copernicus.org/hess-16-2393-2012.pdf |
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| Zusammenfassung |
| In this opinion paper, we review recent literature related to data and
modeling driven instruction in hydrology, and present our findings from
surveying the hydrology education community in the United States. This paper
presents an argument that that data and modeling driven geoscience
cybereducation (DMDGC) approaches are essential for teaching the conceptual
and applied aspects of hydrology, as a part of the broader effort to improve
science, technology, engineering, and mathematics (STEM) education at the
university level. The authors have undertaken a series of surveys and a
workshop involving university hydrology educators to determine the state of
the practice of DMDGC approaches to hydrology. We identify the most common
tools and approaches currently utilized, quantify the extent of the adoption
of DMDGC approaches in the university hydrology classroom, and explain the
community's views on the challenges and barriers preventing DMDGC approaches
from wider use. DMDGC approaches are currently emphasized at the graduate
level of the curriculum, and only the most basic modeling and visualization
tools are in widespread use. The community identifies the greatest barriers
to greater adoption as a lack of access to easily adoptable curriculum
materials and a lack of time and training to learn constantly changing tools
and methods. The community's current consensus is that DMDGC approaches
should emphasize conceptual learning, and should be used to complement
rather than replace lecture-based pedagogies. Inadequate online
material publication and sharing systems, and a lack of incentives for
faculty to develop and publish materials via such systems, is also
identified as a challenge. Based on these findings, we suggest that a number
of steps should be taken by the community to develop the potential of DMDGC
in university hydrology education, including formal development and
assessment of curriculum materials, integrating lecture-format and DMDGC
approaches, incentivizing the publication by faculty of excellent DMDGC
curriculum materials, and implementing the publication and dissemination
cyberinfrastructure necessary to support the unique DMDGC digital curriculum
materials. |
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