Teaching hydrology: A case study of teaching and learning

Rabee Rustum

doi:10.1109/ICASET.2018.8376913

Teaching hydrology: A case study of teaching and learning

Rabee Rustum

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

1 Citation (Scopus)

Abstract

The aim of this paper is to highlight established hydrology teaching methods and evaluate potential teaching enhancements. The results of applying a student-centered approach to hydrology students demonstrates that it increases student's engagement with materials, critical thinking and problem solving skills. However, this approach does not improve the conceptual understanding of hydrology for all students, as some students show resistance to a student-centered approach. Furthermore, conclusions demonstrated that not all students are ready and eager to engage in this deep learning approach employed to enhance their educational experience.

Original language	English
Title of host publication	2018 Advances in Science and Engineering Technology International Conferences (ASET)
Publisher	IEEE
ISBN (Electronic)	978-1-5386-2399-2
ISBN (Print)	978-1-5386-2400-5
DOIs	https://doi.org/10.1109/ICASET.2018.8376913
Publication status	Published - 11 Jun 2018
Event	1st Advances in Science and Engineering Technology Multi-Conferences 2018 - Dubai, Sharjah, Abu Dhabi, Dubai, United Arab Emirates Duration: 6 Feb 2018 → 5 Apr 2018

Conference

Conference	1st Advances in Science and Engineering Technology Multi-Conferences 2018
Abbreviated title	ASET 2018
Country/Territory	United Arab Emirates
City	Dubai
Period	6/02/18 → 5/04/18

Keywords

Hydrology
teaching
student-centred approach

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10.1109/ICASET.2018.8376913

Cite this

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title = "Teaching hydrology: A case study of teaching and learning",

abstract = "The aim of this paper is to highlight established hydrology teaching methods and evaluate potential teaching enhancements. The results of applying a student-centered approach to hydrology students demonstrates that it increases student's engagement with materials, critical thinking and problem solving skills. However, this approach does not improve the conceptual understanding of hydrology for all students, as some students show resistance to a student-centered approach. Furthermore, conclusions demonstrated that not all students are ready and eager to engage in this deep learning approach employed to enhance their educational experience.",

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AB - The aim of this paper is to highlight established hydrology teaching methods and evaluate potential teaching enhancements. The results of applying a student-centered approach to hydrology students demonstrates that it increases student's engagement with materials, critical thinking and problem solving skills. However, this approach does not improve the conceptual understanding of hydrology for all students, as some students show resistance to a student-centered approach. Furthermore, conclusions demonstrated that not all students are ready and eager to engage in this deep learning approach employed to enhance their educational experience.

KW - Hydrology

KW - teaching

KW - student-centred approach

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DO - 10.1109/ICASET.2018.8376913

M3 - Conference contribution

SN - 978-1-5386-2400-5

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T2 - 1st Advances in Science and Engineering Technology Multi-Conferences 2018

Y2 - 6 February 2018 through 5 April 2018

ER -

Teaching hydrology: A case study of teaching and learning

Abstract

Conference

Keywords

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Cite this