Problem-based learning approaches in meteorology

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a current field course module, this project describes the implementation of two test Problem-Based Learning activities and testing and improvement using several different and complementary means of evaluation. By the end of a 2-year program of design, implementation, testing, and reflection and re-evaluation, two robust, engaging activities have been developed that provide an enhanced and diverse learning environment in the field course. The results suggest that Problem-Based Learning techniques would be a useful addition to the meteorology curriculum and suggestions for courses and activities that may benefit from this approach are included in the conclusions.

Computer Theorem Proving and HoTT

Theorem-proving is a one-player game. The history of computer programs being the players goes back to 1956 and the ‘LT’ LOGIC THEORY MACHINE of Newell, Shaw and Simon. In game-playing terms, the ‘initial position’ is the core set of axioms chosen for the particular logic and the ‘moves’ are the rules of inference. Now, the Univalent Foundations Program at IAS Princeton and the resulting ‘HoTT’ book on Homotopy Type Theory have demonstrated the success of a new kind of experimental mathematics using computer theorem proving.