About this class

Most interesting and challenging research questions have in common that they are ill-posed problems. The same applies often to tasks in the job field. Therefore, besides learning the fundamentals of atmospheric science this class also will teach students how to solve ill-posed questions by making reasonable assumptions and accessing the uncertainty in the results caused by these assumptions. This means the class teaches you also to synthesize, and assess limitations, which are needed skills for research, and highly demanded in the various professional fields.

Therefore, this class is taught in the flipped classroom paradigm, i.e. in an inverted classroom setting.

Definition

A flipped classroom is a learning environment where the traditional cycle of lecture-homework is switched!

Schematic view of the work flow in a flipped classroom paradigm
Schematic view of the work flow in a flipped classroom paradigm

What happens at home, and in class?

In a flipped classroom, the traditional lecture occurs outside of class, i.e. the units on this class webpage guide you thru the knowledge gaining process. During class hours, the flipped classroom permits time for Q&A, interactive learning, application of the learned material to solve problems, and immediate feedback and clarification. The chart below illustrates how our learning process will work for each learning unit.
Our Learning Process

Why is this class flipped

Students are often unaware that they misunderstood a concept until they have to apply it to solve homework or other problems. In the flipped classroom paradigm, the professor is available to the students when the misunderstand becomes evident, and can provide clarification. Thus, the frustration and waste of time can be avoided.

What does educational research say?

Flipped Learning Experience
Educational research provides evidence that students who are in a flipped classroom paradigm, gain more knowledge and have higher success rates and less frustration than students being taught in the traditional lecture-homework setting. According to research in education, the attention span is about 15 minutes. Students can recall about 70% of the lecture material presented in the first 10 minutes, but only 20% from last 10 minutes. Lecture pausing increased the short term recall (108/80 correct facts) and long-term retention (89.4%/80.4% exam scores). Collaborative learning has been found to improve academic achievements, communication skills, self-esteem, and student retention. Problem based learning improves student attitude.

Bloom's taxonomy. Students need faculty and their peers most when material has to be applied, analyzed, build upon at a metacognitive and procedural level
Bloom’s taxonomy. Students need faculty and their peers most when material has to be applied, analyzed, build upon at a metacognitive and procedural level

Literature on active learning research

If you are interested in education research on active learning, e.g. flipped classrooms check the linked page for papers and resources.