How to Teach Motivating and Hands-On Laboratory and Field Courses in a Virtual Setting

Gleßmer, Mirjam

doi:10.5670/oceanog.2020.417

Cited by 3 publications

(2 citation statements)

References 1 publication

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“…Another way to connect content to students' lives is to send them on expeditions with the goal of observing and documenting examples of class topics (Glessmer, 2020; Figure 1, A3). Waves can be found everywhere: in the sink, the storm drain, a puddle, a fountain, a lake, in clouds.…”

Section: Experience Competence: Relating Course Content To Students' Everyday Experiences (A)mentioning

confidence: 99%

Co-Creating Learning in Oceanography

Gleßmer¹,

Daae²

2021

Oceanog

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Using active methods to involve students in teaching improves student learning (Deslauriers et al., 2011, 2019; Freeman et al., 2014). For many teachers, breaking up a lecture with multiple choice questions and peer instruction has become an integral part of their teaching (Stains et al., 2018). We suggest involving students in creating the framework in which they learn together with their teachers (Cook-Sather et al., 2014; Bovill, 2020). Teaching then becomes more inclusive, and students try out new roles that support them in becoming more independent, secure, and responsible (Bovill, 2020). Co-creation gives students the chance to feel competent both in class and in their lives, as formative interactions make taught content more relevant to them (Boston, 2002; Black and William, 2009). Experiencing competency, autonomy, and relatedness is what makes intrinsic motivation possible (Deci and Ryan, 2000). It is thus not surprising that co-creation enhances learning and leads to more positive interactions between students and teachers (Bovill, 2020; Kaur and Noman, 2020).

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Section: Experience Competence: Relating Course Content To Students' Everyday Experiences (A)mentioning

confidence: 99%

Co-Creating Learning in Oceanography

Gleßmer¹,

Daae²

2021

Oceanog

Self Cite

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“…Being a natural gateway to learning about fluid mechanics, food science demonstrations equally connect to numerous other disciplines. Examples include teaching oceanography [42], chemistry education [43,44], geology [45], soft matter physics [46], and the science of cooking for non-science majors [47]. Recently, based on their successful edX and Harvard University course, Brenner et al [48] connected haute cuisine with soft matter science.…”

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confidence: 99%

Culinary fluid mechanics and other currents in food science

Mathijssen¹,

Lisicki²,

Prakash³

et al. 2022

Preprint

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Innovations in fluid mechanics have refined food since ancient history, while creativity in cooking inspires science in return. Here, we review how recent advances in hydrodynamics are changing food science, and we highlight how the surprising phenomena that arise in the kitchen lead to discoveries and technologies across the disciplines, including rheology, soft matter, biophysics and molecular gastronomy. This review is structured like a menu, where each course highlights different aspects of culinary fluid mechanics. Our main themes include multiphase flows, complex fluids, thermal convection, hydrodynamic instabilities, viscous flows, granular matter, porous media, percolation, chaotic advection, interfacial phenomena, and turbulence. For every topic, we first provide an introduction accessible to food professionals and scientists in neighbouring fields. We then assess the state-of-the-art knowledge, the open problems, and likely directions for future research. New gastronomic ideas grow rapidly as the scientific recipes keep improving too.

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