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HESS | Articles | Volume 23, issue 5
Hydrol. Earth Syst. Sci., 23, 2369-2378, 2019
https://doi.org/10.5194/hess-23-2369-2019
© Author(s) 2019. This work is distributed under
the Creative Commons Attribution 4.0 License.
Hydrol. Earth Syst. Sci., 23, 2369-2378, 2019
https://doi.org/10.5194/hess-23-2369-2019
© Author(s) 2019. This work is distributed under
the Creative Commons Attribution 4.0 License.

Education and communication 16 May 2019

Education and communication | 16 May 2019

Role-play simulations as an aid to achieve complex learning outcomes in hydrological science

Arvid Bring and Steve W. Lyon
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Bazan, E. J.: Environmental Simulation Games, J. Environ. Educ., 8, 41–51, https://doi.org/10.1080/00958964.1976.9941564, 1976. 
Biggs, J.: Aligning teaching for constructing learning, Higher Education, available at: https://www.heacademy.ac.uk/knowledge-hub/aligning-teaching-constructing-learning (last access: 23 April 2019), 1–4, 2003. 
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D'Angelo, C., Rutstein, D., Harris, C., Bernard, R., Borokhovski, E., and Haertel, G.: Simulations for STEM learning: Systematic review and meta-analysis, SRI International, Menlo Park, 5 pp., 2014. 
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Hydrology education strives to teach students both quantitative ability and complex professional skills. Our research shows that role-play simulations are useful to make students able to integrate various analytical skills in complicated settings while not interfering with traditional teaching that fosters their ability to solve mathematical problems. Despite this there are several potential challenging areas in using role-plays, and we therefore suggest ways around these potential roadblocks.
Hydrology education strives to teach students both quantitative ability and complex professional...
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