Responding to the call for reform in science education, changes were made in an introductory meteorology and climate course offered at a large public university.These changes were a part of a larger project aimed at deepening and extending a program of science content courses that model effective teaching strategies for prospective Ski de fond - Accessoires - Fixations - Back-country middle school science teachers.Therefore, revisions were made to address misconceptions about meteorological phenomena, foster deeper understanding of key concepts, encourage engagement with the text, and promote inquiry-based learning.
Techniques introduced include: use of a flash cards, student reflection questionnaires, writing assignments, and interactive discussions on weather and forecast data using computer technology such as Integrated Data Viewer (IDV).The revision process is described in a case study format.Preliminary results (self-reflection by the Miscellaneous instructor, surveys of student opinion, and measurements of student achievement), suggest student learning has been positively influenced.
This study is supported by three grants: NSF grant No.0202923, the Unidata Equipment Award, and the Lucia Harrison Endowment Fund.