The “State” of Active Learning in the Atmospheric Sciences: Strategies Instructors Use and Directions for Future Research

Abstract

Extensive research within STEM fields has demonstrated that active learning leads to greater educational success for students relative to traditional lecture methods. While studies have explored active learning use across various STEM fields, minimal research has focused specifically on the atmospheric sciences. A baseline knowledge of the use of active learning in this field is vital for determining instructional effectiveness and can identify areas for improvement.The goal of this study is to provide a baseline regarding the state of active learning within the atmospheric sciences, including understanding what active learning strategies are most widely used, their frequency of use, and who is using them. Atmospheric science instructors were invited to participate in an online survey to provide information about their active learning use in the classroom and resources used to learn more about active learning strategies. Survey results indicate that case studies are the most popular high-use active learning strategy across all levels of instruction, though how they are implemented within the classroom is not clear. New atmospheric science instructors, instructors beyond the typical 5 year tenure mark, and female instructors exhibit the highest number of unique active learning strategies. Future work stresses the need for a larger sample size and more direct classroom observation of instructors using active learning.

Meeting Summary: Exploring Cloud Dynamics with Cloud Model 1 and 3D Visualization – insights from a University Modeling Workshop

“…In addition, the course teaches useful skills that can be applied in their thesis preparation, graduation phase or in a later professional research career. This additional benefit has also been documented in other disciplines that use active learning strategies in teaching (Wilke, 2003) and is successfully used in atmospheric sciences, too (Handlos et al, 2022;Steeneveld and de Arellano, 2019). In contrast to active learning methods that rely on software designed exclusively for educational purposes (Limbach et al, 2015), the strength of this course lies in its ability to offer students a scientific setting, mirroring the challenges they will face in their future careers.…”