Designing an Interdisciplinary Field and Lab Methods Course in Hydrology to Integrate STEM into Undergraduate Water Curriculum

Autor/inn/en	Iqbal, Mohammad Z.; Clayton, Maureen E.
Titel	Designing an Interdisciplinary Field and Lab Methods Course in Hydrology to Integrate STEM into Undergraduate Water Curriculum
Quelle	In: Journal of STEM Education: Innovations and Research, 21 (2020) 1, S.41-50 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Earth Science; Water; Interdisciplinary Approach; STEM Education; Undergraduate Study; Higher Education; Science Education; College Science; Science Laboratories; Outdoor Education; Science Process Skills; Critical Thinking; Hands on Science; College Students; Natural Resources; Pollution + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Wasser; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; STEM; Grundstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturwissenschaftliche Bildung; Freiluftunterricht; Kritisches Denken; Collegestudent; Natural Ressource; Natürliche Ressource; Schadstoffbelastung
Abstract	An interactive, field-based course on the environmental aspects of natural water was developed as part of STEM initiatives at a comprehensive university in the United States. The project is funded by the National Science Foundation. The course is focused on two fundamental student skills, such as hydrologic field procedures and analytical methods. For field procedures, an area watershed was delineated as a natural laboratory and integrated into the course curriculum by designing creek-side learning activities. For analytical methods, instrumental setup and analysis for water and soil samples were designed to cover core concepts in hydrology. The primary goal of the course is to portray water's important role in the natural environment. Exercises are written in an interdisciplinary setting making sure that students can identify real-life environmental problems and offer realistic solutions to them. By taking part in this project, students gained new knowledge on stream gauging, groundwater simulations, ion chemistry, GIS applications, bio-pollutants, wastewater treatment, hydrologic systems, and sampling protocol. Students also gained important skills in handling state-of-the-art equipment, including ion chromatograph, spectrophotometer, sediment analyzer, data-logger, and well purging systems. Outcomes assessment indicates that students who took the new course are more efficient in data collection, compilation, and interpretation associated with the availability, movement, and impairment of natural water. They are able to think more critically about the aquatic environment and the interrelationships among its components. Overall, the students view this course as one that has improved their learning in water sciences. Hands-on activities were very useful to critically think about natural processes that impact the water environment. They better understood how field and laboratory research data are used to implement water policies. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01