NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1164464
Record Type: Journal
Publication Date: 2011-Feb
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1089-9995
A Severe Weather Laboratory Exercise for an Introductory Weather and Climate Class Using Active Learning Techniques
Grundstein, Andrew; Durkee, Joshua; Frye, John; Andersen, Theresa; Lieberman, Jordan
Journal of Geoscience Education, v59 n1 p22-30 Feb 2011
This paper describes a new severe weather laboratory exercise for an Introductory Weather and Climate class, appropriate for first and second year college students (including nonscience majors), that incorporates inquiry-based learning techniques. In the lab, students play the role of meteorologists making forecasts for severe weather. The exercise is designed to teach students how to identify the atmospheric conditions that promote severe weather and how to prepare a severe weather forecast. We utilize collaborative learning in the lab exercise where students are encouraged to work in teams to accomplish the class assignment. Working in teams teaches students about how modern interdisciplinary science is conducted, as well as creates accountability for students to learn the material and complete their share of the work. Our results show that important content knowledge is maintained in comparison with a traditional lab and that students found the new lab more engaging.
National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail:; Website:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: EHR0314953