What Instruction Method Enhances Understanding of Fundamental Concepts in an Introductory Meteorology Course?

In meteorology, fundamental concepts taught at the introductory level are often misunderstood. Current teaching practices often rely on the traditional technique of lecture-based teaching, but perhaps incorporating different teaching/learning methods could help address this issue. In hopes to improve comprehension, this study assesses four different teaching/learning strategies, including think-pair-share/peer instruction (interactive instruction), role-playing (interactive instruction), games (experiential learning) and lecture (direct instruction), through review sessions in an introductory meteorology class at Texas A&M University. Each session is randomly assigned a different method, but all taught by the same lecturer. Each method is assessed through pre- and post-session surveys as well as pre- and post-course feedback.

Previous studies suggest that active and experiential learning will likely be more effective than the traditional teaching method of lecture-based learning. Because students in meteorology are often so passionate for the subject, students thrive when they learn from each other through techniques like think-pair-share and peer instruction. This study hopes to find and improve on new ways of teaching to ultimately enhance undergraduate education, specifically at the introductory level.