From the mental to the conceptual model: the challenge of teaching hydrogeology in the field.

Abstract

Field-based learning in hydrogeology enables students to develop their understanding and application of practical methodologies, and to enhance many of the generic skills (e.g., teamwork, problem-solving). However, teaching and learning hydrogeology in general, and especially in the field, presents cognitive difficulties, such as the diversity in student education and experience, the hidden nature of water movement and transport of chemicals, and the pre-existing students' mental models of the subsurface, in particular. At any given experimental or teaching site there is only one reality for which lecturers can have an approximate conceptual model, including aquifer(s) geometry and functioning (e.g., flow direction). However, students' preconceptions (i.e., mental model), in some cases misconceptions, influence not only their outcome from the learning strategy designed, but also the conceptual model expression (i.e., flow chart, block diagram, or similar) for the study area or site. In practice, two general 'teaching challenges' are identified to enable students' transition from the mental to the conceptual model: i) identify and dispel any prior misconceptions and ii) show how to go from the partial information to the integration of new information for the development of the conceptual model. The inclusion of specific prior-to-field lessons in the classroom is recommended and in general, done. However, introducing a prior-to-field survey to learn about students' backgrounds, and methodologies for the development and expression of hydrogeological conceptual models and for testing multiple plausible conceptual models will help students transition from the mental to the conceptual model. This article is protected by copyright. All rights reserved.