Does Introducing more User-friendly Software Produce better Integrated Learning in an Undergraduate Course on Climate Modelling?

Abstract:

Appropriate use of technology in the classroom can help to integrate content and process learning; however, there are multiple barriers to introducing technological aids in the classroom that can reduce their effectiveness. In this pilot study we evaluate the impact on student learning from switching to more user-friendly software for lab assignments in an undergraduate course on climate modelling. Computer programming-based labs are replaced by a menu-driven modelling application called EdGCM, developed by Columbia University and the NASA Goddard Institute for Space Studies. The EdGCM tool allows students to explore and visualize a wider array of aspects of climate variability and change—and in greater depth—than was possible previously. The goals of this study are (i) to make the course material more accessible to students regardless of their computing background; and (ii) to improve the level of students' knowledge retention in core climate science concepts. The impact of the change in software is measured using a combination of class surveys and students’ test scores. Differences in the level of integration between content and process learning, compared to previous iterations of the course without EdGCM, are discussed.