Two teaching approaches for improving student learning in general education hydrology

Persistent Link:
http://hdl.handle.net/10150/191330
Title:
Two teaching approaches for improving student learning in general education hydrology
Author:
Tollefson, Stacy Joy.
Issue Date:
2002
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Recent national and local science education reform efforts to promote scientific and hydrologic literacy call for a new vision of science teaching. This is a vision where the understanding of science concepts is emphasized over the memorization of facts, and where students are engaged in "inquiry-based" laboratory experiences rather than the typical "cookbook" laboratory experiences. In order to align with this vision, reformbased instructional practices need to be employed. Two such practices used in the general education hydrology courses at the University of Arizona are described in the two manuscripts that make up the bulk of this study. The first manuscript concerns Vee maps, which support inquiry and conceptual understanding. The second manuscript discusses the use of Teaching Teams to support inquiry activities in the classroom by enlisting peer assistants to help the groups during Vee map, or other inquiry-based, investigations. Taken as a whole, these manuscripts focus on two reform-based instructional methods that can be used to promote student learning in general education hydrology.
Type:
Thesis-Reproduction (electronic); text
LCSH Subjects:
Hydrology.; Hydrology -- Study and teaching (Higher)
Degree Name:
M.S.
Degree Level:
masters
Degree Program:
Hydrology and Water Resources; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Davis, Donald R.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTwo teaching approaches for improving student learning in general education hydrologyen_US
dc.creatorTollefson, Stacy Joy.en_US
dc.contributor.authorTollefson, Stacy Joy.en_US
dc.date.issued2002en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractRecent national and local science education reform efforts to promote scientific and hydrologic literacy call for a new vision of science teaching. This is a vision where the understanding of science concepts is emphasized over the memorization of facts, and where students are engaged in "inquiry-based" laboratory experiences rather than the typical "cookbook" laboratory experiences. In order to align with this vision, reformbased instructional practices need to be employed. Two such practices used in the general education hydrology courses at the University of Arizona are described in the two manuscripts that make up the bulk of this study. The first manuscript concerns Vee maps, which support inquiry and conceptual understanding. The second manuscript discusses the use of Teaching Teams to support inquiry activities in the classroom by enlisting peer assistants to help the groups during Vee map, or other inquiry-based, investigations. Taken as a whole, these manuscripts focus on two reform-based instructional methods that can be used to promote student learning in general education hydrology.en_US
dc.description.notehydrology collectionen_US
dc.typeThesis-Reproduction (electronic)en_US
dc.typetexten_US
dc.subject.lcshHydrology.en_US
dc.subject.lcshHydrology -- Study and teaching (Higher)en_US
thesis.degree.nameM.S.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineHydrology and Water Resourcesen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairDavis, Donald R.en_US
dc.identifier.oclc222307265en_US
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