Constructive Conversations-Teaching Hydrogeologic Conceptualization.

This is the first article in a new series in Groundwater: Constructive Conversations. The goal of this series is to give readers a front-row seat to hear brief conversations between hydrogeologists and experts from outside of our discipline. We feel that this is especially relevant for hydrogeology because our discipline is routinely tasked with reaching beyond our core expertise to incorporate ideas from environmental science to economics to social science to education. As practicing hydrogeologists, we develop networks of experts who can help us to understand the key elements of these fields—often through one-on-one conversations. We hope that this series will share some of these insights and also illustrate the benefits that many of us enjoy through constructive conversations. The following pair of articles presents a topic that will be familiar to anyone who has tried to teach students how to practice hydrogeology at the field scale: how to form a conceptual model from observations and hydrogeologic principles. The challenges and possible approaches to tackling this question are the topic of a conversation between a leading hydrogeologic researcher and teacher and a leader in engineering education research. We hope that you enjoy the conversation and we invite you to propose future topics for this series. Joaquin Jimenez-Martinez leads the Subsurface Environmental Processes Group, at the interface between the Swiss Federal Institute of Aquatic Science and Technology (Eawag) and ETH Zurich. His research focuses on the understanding of chemical transport and bioreactive processes in the subsurface across scales, from pore scale to field scale, and on the understanding of the impact of land use changes and climate change on groundwater resources. At ETH Zurich, Joaquin is responsible for groundwater-related courses, including a field course. While teaching this field (active-learning) course, Joaquin came to more fully appreciate the challenges presented by student conceptual model development, that is, how to take the step from a pre-established mental model to the “right” conceptual model. He made use of some of his COVID pandemic isolation to dive in this question, presenting an initial statement for the Constructive Conversation. Shane Brown is a Professor of Engineering Education in the School of Civil and Construction Engineering at Oregon State University. His research focuses on conceptual change in engineering students and studies of conceptual and situated learning of engineering students and engineering practitioners. He was excited to have the opportunity to read and respond to Joaquin's paper. The references to evidence-based teaching practices such as active and inquiry-based learning and the well thought out links between conceptual change and mental models and learning of hydrogeology was exciting to see outside the field of education. He believes that adding some detail, context, and specific examples from conceptual change theory to this conversation can facilitate educational improvement in a more critical and more committed manner. Learning theories can be a very valuable tool to educators, particularly when specific links between the theory and the content are established. After an editor-moderated online discussion with Shane, Joaquin was encouraged to learn that the more regimented and theoretically oriented approach that he proposed is supported by the field of engineering and science education. This has encouraged him to continue along this path to guide students toward measurable and meaningful improvement in conceptual model development over time. In addition, Shane's insights pointed to the need to consider carefully the heterogeneity of learning experiences (both formal and informal) among the students. This is a key step toward understanding student preconceptions about the subject matter. The use of generative questions and external models will provide a way to better understand the relationship between pedagogical practices and internal conceptions of students as they work to develop conceptual hydrogeologic models.