Abstract:Abstract. Teaching hydrogeology in the field presents unique cognitive difficulties, including the multidisciplinary and hidden nature of the processes. Lecturers commonly encounter large heterogeneity in student backgrounds, and many students harbor pre-existing mental models of the subsurface that differ from reality. In this study, we assess the influence of a student’s prior knowledge on his/her outcome in an inquiry-based learning strategy designed for a hydrogeology field course. We also assess t… Show more
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