Accentuating Student Performance in a Hydrology Class The author has
successfully used student centered performance pedagogy to enhance
student learning in a Fluid Mechanics and Hydrology Class. In this
particular research activity, he has used Socratic Inquisition
Techniques to enhance student learning. He presents detailed analysis of
the data he has collected to examine and determine how student
performance can be accentuated and improved. Socratic Inquisition is
based on Critical thinking and Critical thinking is the objective
analysis of facts to form a judgment. The subject is complex, and
several different definitions exist. However, one can generally view it
as “unbiased analysis or expressive evaluation of factual evidence.”
Scholars agree that Critical thinking must be self-directed,
self-disciplined, self-monitored, and self-corrective procedure. This
helps the students to become independent learners and be enthusiastic to
expand their knowledge base. Fluid Mechanics and Hydrology is a junior
level course that is based on providing a mathematical base for building
the needed knowledge for a variety of subsequent engineering courses.
The main objective has been to instill effective communication skills
among students and to enhance problem-solving abilities. The author is
satisfied with the results gathered, however he sees lots of areas for
improvement of student learning. Based on the research data collected,
the author has concluded that the method of Critical Thinking actually
motivates the students to take ownership of learning. This is definitely
a useful path for Accentuating Student Performance in a Fluid Mechanics
and Hydrology Class. References 1. Gardner, Howard (2000). Intelligence
Reframed: Multiple Intelligences for the 21st Century. New York: Basic.
2. Keefe, J. W. (1991). Learning style: Cognitive and thinking skills.
Reston, VA: National Association of Secondary School Principals. 3.
Lage, M. J.,Platt, G. J. & Treglia, M. (2000). Inverting the classroom:
A gateway to creating an inclusive learning environment. Journal of