Teaching Upper-Atmospheric Meteorology Using Two- and Three-Dimensional Models

Abstract

©2010 American Meteorological Society U pper-atmosphere meteorological concepts often confound introductory meteorology students. In particular, students are challenged by the threedimensional nature of constant-pressure surfaces. This struggle is likely due, in part, to the fact that nearly all representations of these three-dimensional surfaces are presented in two dimensions. Recent research argues that spatial visualization in three dimensions can be improved through instruction. However, several studies suggest that comprehension of a three-dimensional environment does not necessarily occur equally between males and females, or between individuals with different spatial abilities. The purpose of this project was to begin to assess whether threeor two-dimensional models of upperatmosphere constant-pressure surfaces were more effective as teaching and learning tools. The models were developed and tested on two groups of introductory meteorology students, and the results of the assessment were analyzed to determine which model was more effective and, secondarily, if there were differences in student performance based on sex. It was hypothesized that certain concepts would be better understood in three dimensions, while others would be better understood in two dimensions. It was also Teaching Upper-Atmospheric Meteorology Using Twoand Three-Dimensional Models a Pilot Study