Abstract
This commentary focusses on the pedagogy of a fluvial geomorphologist. It outlines some education psychology and pedagogy theories that can be used to inform the design and delivery of a third year undergraduate fluvial geomorphology and river management course and two professional development units for industry. A worked example is used to demonstrate how scaffolded learning (including Piaget's stages of cognitive development and Vygotsky's zone of proximal development theory), and active learning techniques can be integrated and applied in practice. The author then provides some personal reflections and recommendations that others (both geomorphologists and non-geomorphologists) may find useful in developing their own pedagogy in tertiary education, irrespective of career stage.
| Original language | English |
|---|---|
| Pages (from-to) | 1671-1679 |
| Number of pages | 9 |
| Journal | Earth Surface Processes and Landforms |
| Volume | 47 |
| Issue number | 7 |
| Early online date | 23 Apr 2022 |
| DOIs |
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| Publication status | Published - 15 Jun 2022 |
Bibliographical note
Copyright the Author(s) 2022. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- continuing professional development
- river management
- scaffolded learning
- teaching in higher education
- women in geomorphology