A virtual tornadic thunderstorm to enable student-centered learning about complex storm-scale atmospheric dynamics

大气科学(41)正在开发一种具有数据探测能力的视觉逼真的龙卷风超级单体雷暴，为从K-12到研究生的学生提供学习机会，因为科学家以建构主义的方式学习。这场虚拟风暴为后来创建其他虚拟地球科学系统提供了概念验证。虚拟风暴解决了NSF的目标，即为所有学生提供优质的本科科学教育，基于对探究方法和过程的直接经验进行学习。这项研究是在一个简单的虚拟风暴原型的基础上进行的，该原型已经由爱荷华州立大学的内部资金开发。尽管缺乏数据探测能力的原型风暴是在一个完全沉浸式的虚拟洞穴中开发的，但一个版本已经传播到基于Linux的个人电脑上，改善了学生的访问能力。我们正在创建一个基于Windows的版本，以便更广泛地传播。超级单体雷暴中的许多小范围细节反映了发生的广泛的重要大气过程，使该风暴成为一个特别有用的模型来作为概念验证。对虚拟风暴对科学教育的影响的评估是通过比较一年级(没有接触到虚拟风暴)和二年级学生探索虚拟风暴时学生对该主题的回答。该项目的成功完成应该表明，通过虚拟现实模拟，可以为世界各地的学生带来令人兴奋的实验室类型的体验，这些现象以前是课堂实验室内禁止学生使用的。

Atmospheric Sciences (41)A visually-realistic virtual tornadic supercell thunderstorm is being developed with data probe capabilities, providing students from K-12 through graduate with opportunities to learn as scientists learn in a constructivist manner. The virtual storm is a proof-of-concept for later creation of other virtual geoscience systems. The virtual storm addresses the NSF goal of providing all students access to excellent undergraduate science education, with learning based upon direct experience with methods and processes of inquiry. This research is being built upon a simple prototype of the virtual storm, already developed with internal funds at Iowa State University. Although the prototype storm, lacking data probe capabilities, was developed in a fully-immersive virtual CAVE, a version has been disseminated to linux-based PCs, improving student access. We are creating a Windows-based version for wider dissemination. The numerous small-scale details within a super cell thunderstorm that reflect the wide range of important atmospheric processes occurring make the storm an especially useful model to serve as a proof-of-concept. An assessment of the impact the virtual storm has on science education is being made by comparing student answers to questions on the topic in a large-lecture introductory course in year 1 (no exposure to the virtual storm) to those from year 2 when students are exploring the virtual storm. Successful completion of the project should demonstrate that exciting laboratory-type experiences of phenomena previously off limits to students within classroom laboratories can be brought to students everywhere by virtual reality simulations.