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.