Simulating scientific thinking online: an example of research‐led teaching

Abstract

In the contemporary higher education system there is growing interest in, and debate about, the need to strengthen and sustain the relationships between teaching and research. While there are multiple and varied explanations about these relationships, most acknowledge the importance of designing learning activities that explicitly develop the research–teaching nexus: a methodology known as research‐led teaching. The paper illustrates the integration of a research‐led teaching approach in an online context, using an ocean (climate) model simulation activity in two undergraduate units as a case study. The modelling activity draws on disciplinary research as the underpinning content and stimulus for learning, and incorporates tasks designed to simulate scientific thinking as well as facilitate understanding of abstract concepts about the ocean (and atmosphere) climate system. It also demonstrates a research‐led teaching activity that has been successfully applied in different disciplinary contexts, physical geography (atmospheric science sub‐discipline) and physics.

Acknowledgements

We wish to thank Leigh‐Anne Funnell, Macquarie University Centre for Flexible Learning (CFL), for developing the FERRET visualization applications and online interface. We are grateful to the two anonymous reviewers for their very valuable comments. The development of the online practical was funded by a Macquarie University Teaching Development Grant (MUTDG) in 2001/02.

Notes

* Department of Physical Geography, Division of Environmental and Life Sciences, Macquarie University, Sydney 2109, Australia. Email: [email protected]

Additional information

Notes on contributors

Neil J. Holbrook*

* Department of Physical Geography, Division of Environmental and Life Sciences, Macquarie University, Sydney 2109, Australia. Email: [email protected]