Application of a Conceptual Hydrologic Model in Teaching Hydrologic Processes
Application of a Conceptual Hydrologic Model in Teaching Hydrologic Processes
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发表时间：
2010
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1
通讯作者：
A. Aghakouchak;E. Habib
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作者：
A. Aghakouchak;E. Habib
《国际工程学杂志》编辑，第26卷，第4期，第100页。963-973，2010在英国印刷。0949-149X/91 $3.00+0.00 # 2010 TEMPUS Publications.概念水文模型在水文过程教学中的应用 * AMIR AGHAKOUCHAK，EMAD HABIB土木工程系，路易斯安那大学拉斐特分校，PO Box 42291，拉斐特，LA，70504，USA。E-mail：amir. uci.edu，habib@louisiana.edu在这项研究中，为土木工程和地球科学学科的学生开发了一个动手建模工具，以帮助他们学习水文过程的基本原理和模型校准和敏感性分析的基本概念，并在解决和分析工程问题时练习概念思维。该建模工具旨在提供一个跨学科的面向应用的学习环境，通过使用简化的概念水文模型介绍水文现象。建模工具介绍了在上层土木工程课程和学生被要求提交他们的反馈之前和之后使用的建模工具，通过学生评估学习收益（SALG）在线系统，以衡量他们的学习改进。SALG的报告表明，实践方法大大增加了学生的学习，使他们更好地了解相互关联的水文过程。此外，学生们还获得了水文学讲座中不常教授的领域的知识（例如校准，敏感性分析等）。根据研究结果，提出了一些建议，进一步改进使用水文模型作为互动工具，教学复杂和相互关联的水文概念，并激励学生对研究生教育或未来的职业生涯。保留字：水文教育;水文模拟;动手实验室计划;概念思维;跨学科的应用导向的学习环境sively研究水资源管理方案的影响，使预测在无测量集水区，并评估气候和土地利用的未来可能的变化的影响。一般来说，建模是基于一些输入变量、模型参数和初始条件来描述系统的过程。在教育框架内，水文模型可以为学生和教育工作者提供支持性环境，以进行探究和基于发现的学习[7]。最近的研究建议在工程教育中使用实践教学技术，以激励学生学习基本概念，并为他们未来的实际职业生涯做好准备[8-10]。Chanson和James [11]使用实际沉积和集水侵蚀案例研究来强调设计过程中沉积物输运的重要性。Hanson等人。[12]提出了一种使用一组线性水库进行系统建模的学习工具。Elshor-bagy [13]在流域水文学教学中采用了系统动力学的概念. Endreny [14]应用数值方法和编程技术探索了绿色- Ampt入渗方案。继这些努力之后，本研究测试了简化概念水文模型的使用，以使工程和环境科学专业的学生获得水文建模的第一手经验。下一节中描述的模型在Excel电子表格中提供，以便学生可以轻松更改1。引言理解水文过程（即蒸散、渗透、融雪、互流等）是水资源和环境工程师和科学家的基础。瓦里国家和国际报告都强调了改进现有工程水文学课程的必要性，特别是在两个领域：建模和现场观测[1- 3]。最近，两个主要的社区倡议（水文科学促进大学联合会，CUAHSI [4];和环境研究协作大规模工程分析网络（CLEANER）强调了观测和模拟模型在改变水文和工程教育未来方面的关键作用。随着越来越多的水文数据在广泛的尺度上的可用性（例如，从遥感平台），水文教育可以大大受益于使用模拟模型，以帮助理解水文观测中明显的复杂行为和显著变化。事实上，纯理论的水文学主题覆盖面可以是无趣的今天的工程专业的学生谁是更好的启发动手教学方法。水文模型[5-6]已被广泛使用。
Int. J. Engng Ed. Vol. 26, No. 4, pp. 963–973, 2010 Printed in Great Britain. 0949-149X/91 $3.00+0.00 # 2010 TEMPUS Publications. Application of a Conceptual Hydrologic Model in Teaching Hydrologic Processes* AMIR AGHAKOUCHAK, EMAD HABIB Department of Civil Engineering, University of Louisiana at Lafayette, PO Box 42291, Lafayette, LA, 70504, USA. E-mail: amir.a@uci.edu, habib@louisiana.edu In this study, a hands-on modeling tool is developed for students in civil engineering and earth science disciplines to help them learn the fundamentals of hydrologic processes and basic concepts of model calibration and sensitivity analysis, and practice conceptual thinking in solving and analysis of engineering problems. This modeling tool aims to provide an interdisciplinary applica- tion-oriented learning environment that introduces the hydrologic phenomena through the use of a simplified conceptual hydrologic model. The modeling tool was introduced in an upper-level civil engineering course and students were asked to submit their feedback before and after using the modeling tool through the Student Assessment of Learning Gains (SALG) online system to gauge improvement in their learning. The SALG report showed that the hands-on approach significantly added to students’ learning and provided them with better understanding of interconnected hydrologic processes. Furthermore, students gained knowledge in areas that are not commonly taught in hydrology lectures (e.g. calibration, sensitivity analysis, etc). Based on the findings, some recommendations are given for further improvements in the use of hydrologic models as interactive tools for teaching complex and interconnected hydrologic concepts and inspiring students towards postgraduate education or future professional career. Keywords: hydrology education; hydrologic modeling; hands-on laboratory program; concep- tual thinking; interdisciplinary application oriented learning environment sively to study the effect of water resources management scenarios, to enable prediction in ungauged catchments, and to assess the impact of possible future changes in climate and land use. Modeling, in general, is the process of describing a system based on some input variables, model parameters, and initial conditions. Within an educational framework, hydrologic models can provide students and educators with supportive environments for inquiry and discovery-based learning [7]. Recent studies have recommended the use of hands-on teaching techniques in engin- eering education to inspire students in learning the fundamental concepts and prepare them for their future practical careers [8–10]. Chanson and James [11] used real-life sedimentation and catchment erosion case studies to highlight the importance of sediment transport in design procedure. Hanson et al. [12] presented a learning tool for system modeling using a set of linear reservoirs. Elshor- bagy [13] employed the concept of system dynamics for teaching watershed hydrology. Endreny [14] applied numerical methods and programming techniques to explore the Green- Ampt infiltration scheme. Following on from these efforts, this study tests the use of a simplified conceptual hydrologic model to expose students in engineering and envir- onmental sciences programs to a first-hand experi- ence of hydrologic modeling. The model, described in the following section, is provided in an Excel spreadsheet so that students can easily change the 1. INTRODUCTION UNDERSTANDING HYDROLOGIC PRO- CESSES (i.e. evapotranspiration, infiltration, snowmelt, interflow, etc.) is fundamental to water resources and environmental engineers and scien- tists. The need for improving existing engineering hydrology curricula has been highlighted in vari- ous national and international reports, particularly in two areas: modeling and field observations [1– 3]. More recently, two major community initiatives (the Consortium for Universities for the Advance- ment of Hydrologic Science, Inc., CUAHSI [4]; and the Collaborative Large-Scale Engineering Analysis Network for Environmental Research, CLEANER) have stressed the critical role of observations and simulation models for transform- ing the future of hydrologic and engineering education. With the increasing availability of hydrologic data over a wide range of scales (e.g., from remote sensing platforms), hydrology educa- tion can significantly benefit from the use of simulation models to aid in understanding the complex behavior and significant variability evident in hydrologic observations. In fact, a purely theoretical coverage of hydrology topics can be uninteresting to today’s engineering students who are better inspired by hands-on teaching methods. Hydrologic models [5–6] have been used exten- * Accepted 20 February 2010.