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An instructional module was developed to teach process-based scaling as a framework connecting hydrologic processes and properties across scales. The evaluation in an undergraduate environmental and natural resources engineering course showed improved learning and decision-making, increased confidence, and supported the module’s effectiveness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-integrating-hydrologic-scaling-concepts-on-students-learning-and-decision-making-experiences/589457/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-integrating-hydrologic-scaling-concepts-on-students-learning-and-decision-making-experiences/589457.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is hydrologic scaling often difficult for students to learn?","Question",{"text":112,"@type":113},"Hydrologic curricula frequently do not explicitly incorporate scaling and multiscale connections, so students struggle to relate small-scale properties to large-scale hydrologic responses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What instructional module was developed in this paper?",{"text":117,"@type":113},"The paper developed and evaluated a module that introduces process-based scaling as a framework to connect hydrologic processes and properties across different spatial and temporal scales.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes were observed after introducing the scaling concept?",{"text":121,"@type":113},"Evaluation results supported improved learning and decision-making skills, and students’ confidence in hydrologic system knowledge increased after scaling instruction and computer modeling.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589457,1792878108,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Ad | vances in Engineering Edu | cation  |\n| --- | --- | --- |\n|  |  |  |\n\nSPRING 2010  \nEffect of Integrating Hydrologic Scaling Concepts on Students Learning and Decision Making Experiences  \nMajdi R. abou NajM  \nagricultural and biological Engineering Purdue university  \nWest Lafayette, indiana  \nRabi H. MoHtaR  \nagricultural and biological Engineering Purdue university  \nWest Lafayette, indiana  \nKEitH a. CHERKauER  \nagricultural and biological Engineering Purdue university  \nWest Lafayette, indiana  \nbRiaN F. FRENCH  \nCollege of Education Washington State university Pullman, Washington  \nABSTRACT  \nProper understanding of scaling and large-scale hydrologic processes is often not explicitly incorporated in the teaching curriculum. This makes it difficult for students to connect the effect of small scale processes and properties (like soil texture and structure, aggregation, shrinkage, and cracking) on large scale hydrologic responses (like watershed runoff) . An instructional module that introduces the concept of process-based scaling, as the framework to connect hydrologic processes and properties at different scales, was developed and evaluated. This paper examineshow incorporating the concept of scaling into student curriculum impacts students’ learning and decision making capabilities. It presents the evaluation of this module in an undergraduate environmental and natural resources engineering course. Evaluation results supported the hypothesis that introducing the concept of scaling and its application (using computer models) into undergraduate engineering courses enhanced students’ learning and decision making skills. Students’levels of confidence in their knowledge of hydrologic systems also increased after the introduction of the scaling concept and following computer modeling exercises.  \nKeywords: Enhanced student learning, decision making, hydrology education, scaling.  \nSPRING 2010 1  \nAdvAncES In EngInEErIng EducATIon  \nEffect of Integrating Hydrologic Scaling concepts on Students Learning and  \n decision Making Experiences  \n1. INTRODUCTION  \nHydrologic systems are mixtures of interacting processes that cut across various spatial and temporal scales. one of the most complex research challenges identified in the field of hydrology is the problem of scale (Gupta et al., 2000, beven, 2001, Miller and Gray, 2002, Soulsby et al., 2002, Miller and Gray, 2008, tartakovsky and Winter, 2008) . From molecular to continental in spatial scales and from picoseconds to centuries in temporal scales, fundamental knowledge gaps in understanding hydrologic systems present major challenges for researchers and educators.  \nin academia, courses usually teach hydrologic principles at different scales. For example, basic science courses introduce concepts (such as atomic interaction, colloid theory, diffuse double layer, van der Waals attraction, and Navier-Stokes’ flow equation) at the particle scale hoping that they will form a foundation for students’ understanding of environmental systems. Soil physics courses, on the other hand, introduce concepts developed at the laboratory scale like soil bulk density, soil texture, structure, and organic content knowing that this knowledge is necessary for understanding soil-water interaction. other courses introduce concepts and processes at the field scale including shrinkage and swelling, cracking, and [heterogeneity. at](heterogeneity. at) the watershed scale, courses introduce concepts such as runoff prediction with the assumption that students are aware of the various related soil properties and interactions. then, policy courses address issues like water allocation and best management practices at the watershed or basin scales assuming students’ prior knowledge of smaller scale relevant processes as prerequisite.  \nWhat is lacking is a method or framework that establishes the connection between different processes at different scales taken from different courses. although many inst","cbCaipKKNNRF1gDq","https://ap.wps.com/l/cbCaipKKNNRF1gDq","pdf",3064625,"English","# Abstract\n# Introduction\n## Problem of scale in hydrology\n## Lack of a general scaling framework\n## Process-based scaling concept\n# Instructional approaches and evaluation context","[{\"question\":\"Why is hydrologic scaling often difficult for students to learn?\",\"answer\":\"Hydrologic curricula frequently do not explicitly incorporate scaling and multiscale connections, so students struggle to relate small-scale properties to large-scale hydrologic responses.\"},{\"question\":\"What instructional module was developed in this paper?\",\"answer\":\"The paper developed and evaluated a module that introduces process-based scaling as a framework to connect hydrologic processes and properties across different spatial and temporal scales.\"},{\"question\":\"What outcomes were observed after introducing the scaling concept?\",\"answer\":\"Evaluation results supported improved learning and decision-making skills, and students’ confidence in hydrologic system knowledge increased after scaling instruction and computer modeling.\"}]","Effect of Integrating Hydrologic Scaling Concepts on Students Learning and Decision Making Experiences | PDF",1792067376]