Enhancing Content Knowledge Retention in Introductory Meteorology Courses: Recommendations for Large-Lecture Classes

During the 1997-1998 academic year a pilot study on the content knowledge retention of undergraduate students enrolled in introduction to meteorology courses at the University of Illinois was initiated. The first phase of the study included interviewing students several months after completion of the course using a semi-clinical interviewing strategy. Initial results of these interviews were presented at the 8th Symposium on Education. The preliminary results were drawn from approximately the first quarter of the interview, which focused on general topics including basic meteorological definitions. The remaining data included surface and upper air map interpretation and understanding, force balance, cloud formation/dissipation, and thunderstorm dynamics.

The second phase of this study included full examination of the interview data (preliminary analysis data plus remaining interview data) to determine what, if any, alternative pedagogy should be incorporated into the course. Data analyses were conducted using a qualitative research computer program (NU*DIST) to parse and sort interviews. Interviews were coded according to student response and data were searched and sorted by identifying similar interview segments.

Results from analysis of the full interviews suggest that changes in pedagogy should be incorporated in the course to foster enhanced material retention. Recommendations include: (a) lecture-based classes should be supplemented with hands-on activities or supplemental active learning exercises during the class, (b) a discussion or laboratory section should be added to foster student-instructor interaction, and (c) a discussion meeting or laboratory section should replace one of the lecture sessions to allow for direction student-instructor interaction with active learning exercises. Future offerings of the course during the fall and spring semesters of the 1999-2000 academic year will incorporate recommendations as is feasible.