Literaturnachweis - Detailanzeige
| Autor/inn/en | Grundstein, Andrew; Durkee, Joshua; Frye, John; Andersen, Theresa; Lieberman, Jordan |
|---|---|
| Titel | A Severe Weather Laboratory Exercise for an Introductory Weather and Climate Class Using Active Learning Techniques |
| Quelle | In: Journal of Geoscience Education, 59 (2011) 1, S.22-30 (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1089-9995 |
| Schlagwörter | Undergraduate Students; Geology; Weather; Climate; Meteorology; Introductory Courses; Laboratory Experiments; Active Learning; Hands on Science; Science Process Skills; Cooperative Learning; Interdisciplinary Approach; Learner Engagement; Prediction; Outcomes of Education; Questionnaires; Georgia |
| Abstract | This paper describes a new severe weather laboratory exercise for an Introductory Weather and Climate class, appropriate for first and second year college students (including nonscience majors), that incorporates inquiry-based learning techniques. In the lab, students play the role of meteorologists making forecasts for severe weather. The exercise is designed to teach students how to identify the atmospheric conditions that promote severe weather and how to prepare a severe weather forecast. We utilize collaborative learning in the lab exercise where students are encouraged to work in teams to accomplish the class assignment. Working in teams teaches students about how modern interdisciplinary science is conducted, as well as creates accountability for students to learn the material and complete their share of the work. Our results show that important content knowledge is maintained in comparison with a traditional lab and that students found the new lab more engaging. (As Provided). |
| Anmerkungen | National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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