Integrating Scientific Inquiry into an Undergraduate Applied Remote Sensing Course

Abstract:

Inquiry-based learning (IBL) methods require students to engage in learning activities instead of focusing on learning concepts and facts. Working with the instructor, students have to formulate their research questions, collect and analyze data, and arrive at conclusions. In other words, the focus is shifted from preparing for exams to learning to apply the concepts introduced in the classroom. This experience could result in better understanding of the scientific concepts but instructors have to devote more time for designing and implementing IBL methods in their classroom. At the University of Wyoming, an applied remote sensing course has been taught since 2008. Students enrolled in this course are required to complete a project that is designed around IBL methods. Students do not receive detailed instructions for completing their project, but are trained to develop their own research questions, design an experiment, review literature, and collect, analyze and interpret their data. Additionally they learn about uncertainties and strategies for addressing them at various stages of their project. This presentation will describe the work involved in designing, implementing and mentoring students to successfully complete the course requirements and learn scientific research methods. Lessons learned from this course could provide insights to other instructors interested in implementing IBL or other active learning methods in their classroom.