The Effect of Modeling and Visualization Resources on Student Understanding of Physical Hydrology

Marshall, Jilll A.; Castillo, Adam J.; Cardenas, M. Bayani

doi:10.5408/14-057.1

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…Flipped classroom activities for water literacy education found that in-class experiences were improved, but written assessments showed no significant improvement (Moreno-Guerrero et al, 2020), a result mirrored in some broader STEM educational evaluations (Akçayır & Akçayır, 2018;Chen et al, 2018;Troy Frensley et al, 2020). In another case, a subset of hydrology students who were exposed to an interactive modeling platform performed slightly worse on a course assessment than those deprived of access (Marshall et al, 2015). In contrast, a case study exposing students to the integration of real-world data in a modeling project showed improved test scores following modeling activities (Sanchez et al, 2016).…”

Section: Introductionmentioning

confidence: 97%

How you teach changes who you reach: understanding the effect of teaching modality on student engagement, content interest, and learning in undergraduate hydrology

Georgakakos

Knighton

2022

Preprint

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Abstract. There is a growing consensus that hydrology education should move towards student-led learning formats and simultaneously incorporate recent hydrologic technologies that reflect workforce expectations. There is a strong theoretical basis that supports an anticipation of improvements in learning outcomes from these shifts in teaching style; however, little empirical evidence has been collected to confirm this success. We measured the classroom impact of shifting between three teaching modalities: 1) instructor-led lectures, 2) student-led hydrologic modeling with the EPA Storm Water Management Model, and 3) student-led design evaluation studios of stormwater best management practices. Educational outcomes were measured with student surveys, direct observation of class activity, and student grades. In aggregate, the student population did not express a significant preference for one modality over another, yet individual students showed dramatic preferences for each modality. The total frequency of interactions between students and the instructor were similar across all three modalities; however, the frequency of student-initiated engagements (both total and unique engagements) significantly increased in both student-led modalities. Variations in student enthusiasm did not correlate with written assessment scores, possibly suggesting that alternating modalities improves interest in hydrologic science and increases perceptions of a positive classroom experience, without changing retention of hydrologic concepts. Our results suggest that multiple teaching modalities should be employed to engage the greatest number of students and generate enthusiasm for hydrology.

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Section: Introductionmentioning

confidence: 97%

How you teach changes who you reach: understanding the effect of teaching modality on student engagement, content interest, and learning in undergraduate hydrology

Georgakakos

Knighton

2022

Preprint

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show abstract

“…Nevertheless, the added value of using models in class is not automatic and straightforward. For example, Marshall et al (2015) demonstrated that the same hydrological course offered using either (i) Microsoft Excel (Microsoft Corporation, 2019), (ii) MATLAB ( 2018) or (iii) the COMSOL Multiphysics software (Zimmerman, 2006) 1 made no significant difference in student performances. This result highlights the need to use tools tailored for teaching hydrology with models.…”

Section: Introductionmentioning

confidence: 99%

airGRteaching: an open-source tool for teaching hydrological modeling with R

Delaigue

Brigode

Thirel

et al. 2023

Preprint

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Abstract. Hydrological modelling is at the core of most studies related to water, especially for anticipating disasters, managing water resources, and planning adaptation strategies. Consequently, teaching hydrological modeling is an important, but difficult, matter. Teaching hydrological modeling requires appropriate software and teaching material (exercises, projects); however, although many hydrological modeling tools exist today, only few are adapted to teaching purposes. In this article, we present the airGRteaching package, which is an open-source R package relying on the GR rainfall-runoff models. In this package, thanks to a graphical user interface and a limited number of functions, numerous hydrological modelling exercises representing a wide range of hydrological applications are proposed. To ease its use by students and teachers, the package contains several vignettes describing complete projects that can be proposed to investigate various topics such as streamflow reconstruction, hydrological forecasting, and assessment of climate change impact.

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“…Nevertheless, the added value of using models in class is not automatic and straightforward. For example, Marshall et al (2015) demonstrated that the same hydrological course offered using either (i) Microsoft Excel (Microsoft Corporation, 2019), (ii) MATLAB (2018), or (iii) the COMSOL Multiphysics software (Zimmerman, 2006) (https://www.comsol.com/, last access: 30 December 2022) made no significant difference in student performances. This result highlights the need to use tools tailored for teaching hydrology with models.…”

Section: Introductionmentioning

confidence: 99%

airGRteaching: an open-source tool for teaching hydrological modeling with R

Delaigue,

Brigode,

Thirel

et al. 2023

Hydrol. Earth Syst. Sci.

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Abstract. Hydrological modeling is at the core of most studies related to water, especially for anticipating disasters, managing water resources, and planning adaptation strategies. Consequently, teaching hydrological modeling is an important, but difficult, matter. Teaching hydrological modeling requires appropriate software and teaching material (exercises, projects); however, although many hydrological modeling tools exist today, only a few are adapted to teaching purposes. In this article, we present the airGRteaching package, which is an open-source R package. The hydrological models that can be used in airGRteaching are the GR rainfall-runoff models, i.e., lumped processed-based models, allowing streamflows to be simulated, including the GR4J model. In this package, thanks to a graphical user interface and a limited number of functions, numerous hydrological modeling exercises representing a wide range of hydrological applications are proposed. To ease its use by students and teachers, the package contains several vignettes describing complete projects that can be proposed to investigate various topics such as streamflow reconstruction, hydrological forecasting, and assessment of climate change impact.

show abstract

The Effect of Modeling and Visualization Resources on Student Understanding of Physical Hydrology

Cited by 6 publications

References 10 publications

How you teach changes who you reach: understanding the effect of teaching modality on student engagement, content interest, and learning in undergraduate hydrology

How you teach changes who you reach: understanding the effect of teaching modality on student engagement, content interest, and learning in undergraduate hydrology

airGRteaching: an open-source tool for teaching hydrological modeling with R

airGRteaching: an open-source tool for teaching hydrological modeling with R

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