Cracking the Code: An Evidence-Based Approach to Teaching Python in an Undergraduate Earth Science Setting
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| Název: | Cracking the Code: An Evidence-Based Approach to Teaching Python in an Undergraduate Earth Science Setting |
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| Jazyk: | English |
| Autoři: | Ethan C. Campbell (ORCID |
| Zdroj: | Journal of Geoscience Education. 2025 73(3):239-258. |
| Dostupnost: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Datum vydání: | 2025 |
| Sponsoring Agency: | National Oceanic and Atmospheric Administration (NOAA) (DOC) US Department of Defense (DOD) National Aeronautics and Space Administration (NASA) National Science Foundation (NSF) |
| Contract Number: | NA20OAR4320271 80NSSC19K1252 |
| Druh dokumentu: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Earth Science, Undergraduate Students, Programming Languages, Computer Software, Oceanography, Science Education, Course Descriptions, Teaching Methods, Instructional Design, Independent Study, Scientific Research, Introductory Courses, Constructivism (Learning), Computer Science Education |
| Geografický termín: | Washington |
| DOI: | 10.1080/10899995.2024.2384338 |
| ISSN: | 1089-9995 |
| Abstrakt: | Scientific programming has become increasingly essential for manipulating, visualizing, and interpreting the large volumes of data acquired in earth science research. Yet few discipline-specific instructional approaches have been documented and assessed for their effectiveness in equipping geoscience undergraduate students with coding skills. Here we report on an evidence-based redesign of an introductory Python programming course, taught fully remotely in 2020 in the School of Oceanography at the University of Washington. Key components included a flipped structure, activities infused with active learning, an individualized final research project, and a focus on creating an accessible learning environment. Cloud-based notebooks were used to teach fundamental Python syntax as well as functions from packages widely used in climate-related disciplines. By analyzing quantitative and qualitative data from surveys, online learning platforms, student work, assessments, and a focus group, we conclude that the instructional design facilitated learning and supported self-guided scientific inquiry. Students with less or no prior exposure to coding achieved similar success as peers with more experience, an outcome likely mediated by higher engagement with course resources. We believe that the constructivist approach to teaching introductory programming and data literacy that we present could be broadly applicable across the earth sciences and in other scientific domains. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Přístupové číslo: | EJ1476373 |
| Databáze: | ERIC |
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Nájsť tento článok vo Web of Science | Abstrakt: | Scientific programming has become increasingly essential for manipulating, visualizing, and interpreting the large volumes of data acquired in earth science research. Yet few discipline-specific instructional approaches have been documented and assessed for their effectiveness in equipping geoscience undergraduate students with coding skills. Here we report on an evidence-based redesign of an introductory Python programming course, taught fully remotely in 2020 in the School of Oceanography at the University of Washington. Key components included a flipped structure, activities infused with active learning, an individualized final research project, and a focus on creating an accessible learning environment. Cloud-based notebooks were used to teach fundamental Python syntax as well as functions from packages widely used in climate-related disciplines. By analyzing quantitative and qualitative data from surveys, online learning platforms, student work, assessments, and a focus group, we conclude that the instructional design facilitated learning and supported self-guided scientific inquiry. Students with less or no prior exposure to coding achieved similar success as peers with more experience, an outcome likely mediated by higher engagement with course resources. We believe that the constructivist approach to teaching introductory programming and data literacy that we present could be broadly applicable across the earth sciences and in other scientific domains. |
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| ISSN: | 1089-9995 |
| DOI: | 10.1080/10899995.2024.2384338 |