DataSheet1_Groundwater origami: Folding paper models to visualize groundwater flow.docx

The training of geological scientists, more so than any other natural science, is dependent on how students learn to visualize and interpret complex three-dimensional problems at scales from micrometers to kilometers over time scales that span from seconds to centuries. Traditionally, our classrooms are at a disadvantage due to our standard two-dimensional use of whiteboards or slide decks. We are at an even bigger disadvantage when courses go to online education. While computer simulations and three-dimensional visualizations are used, they can lack the flexibility for students to perform free-form exploration. The novelty of this research is in the use of paper aquifer models and their implementation across seven academic institutions to provide three-dimensional physical examples for students to visualize subsurface geologic structure and quantify fluid flow through porous media. Students can cut, fold, and build three-dimensional hydrologic problems at home or in the classroom. Our methodology allows students to physically rotate their aquifer models to visualize cross-sectional areas, layer thicknesses, heterogeneity, and confining units. These foldable paper models provide a low barrier of entry for students to understand and quantify the relationships between water levels and geologic structure. Our experience using these models in both in-person and online classrooms highlights the advantages and disadvantages of these models. Results, although mostly anecdotal, suggest the paper models improve students’ learning and enhance their engagement with the material. The formal evaluations of pre- and post-model implementation show that low-scoring students had the most significant gains after being introduced to the paper aquifer models. At the same time, there was no change in the number of students in the highest scoring group. Our experience in the classroom points to new opportunities to engage with remote learners and tools for supporting flipped classroom activities. Our vision for the paper aquifer models is to provide the hydrologic community with an additional tool to help bridge the virtual classroom gap, engage students, and help them develop mastery of three-dimensional problem-solving.

与其他任一自然科学学科相比，地质科学的人才培养更依赖于学生如何学会可视化并解读复杂的三维问题——其空间尺度从微米（micrometer）延伸至千米，时间跨度从秒级跨越至世纪级。传统教学中，我们的课堂存在先天局限：普遍采用二维白板或幻灯片开展教学。而当课程转向线上教育时，这类局限会进一步放大。尽管计算机模拟与三维可视化工具已得到应用，但它们往往缺乏让学生进行自由探索的灵活性。
本研究的创新之处在于，我们采用纸质含水层模型（paper aquifer model），并在7所学术机构中推广应用，为学生提供三维实体示例，以帮助他们可视化地下地质构造（subsurface geologic structure）并量化多孔介质（porous media）中的流体流动过程。学生可在家中或课堂上裁剪、折叠并搭建三维水文地质问题模型。
我们的方法允许学生亲手旋转其含水层模型，以此观察横截面面积、地层厚度、非均质性以及隔水层（confining units）。这类可折叠的纸质模型为学生理解并量化水位与地质构造之间的关联提供了极低的入门门槛。
我们在线下与线上课堂中使用这些模型的实践经验，凸显了这类模型的优势与局限。尽管结果大多为轶事性证据，但仍表明纸质模型能够提升学生的学习效果，并增强他们对课程内容的参与度。针对模型使用前后的正式评估结果显示，成绩较低的学生在接触纸质含水层模型后，学习成果提升最为显著；而成绩最高的学生群体的人数占比并未发生变化。
我们的课堂实践也为远程学习者提供了新的互动机会，并为支持翻转课堂（flipped classroom）活动提供了可行工具。我们对于纸质含水层模型的愿景，是为水文地质学界提供一款额外工具，助力弥补虚拟课堂的差距，吸引学生参与，并帮助他们熟练掌握三维问题解决能力。