Date of Award

August 2026

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Atmospheric Sciences

First Advisor

Montana Etten-Bohm

Abstract

Little investigation into pedagogy in atmospheric sciences has been conducted. While numerous studies across STEM disciplines have examined and demonstrate active learning (AL) is beneficial to student performance, fewer than fifty explored atmospheric sciences specifically. This study expands upon these few existing studies by evaluating a diverse set of AL strategies implemented into introductory meteorology laboratories. Five AL techniques (Think-Pair-Share, Game-Based, Role-Playing, Diagramming, and Gallery Walks) were implemented between two semesters across multiple laboratory sections. Student performance is analyzed using the laboratory and its accompanying lecture curriculum assessments, as well as through pre- and post-tests. Results indicate students exposed to AL performed better than students not exposed on most assessments. Pre- and post-test data suggests students have opportunity to understand material more after experiencing AL. The most effective strategy identified was Game-Based, but top strategy varied depending on topic and assessment type, demonstrating further analysis across various modalities is needed.

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