A pedagogy of fluvial geomorphology: Incorporating scaffolding and active learning into tertiary education courses

This commentary focusses on the pedagogy of a fluvial geomorphologist. It outlines some education psychology and pedagogy theories that can be used to inform the design and delivery of a third year undergraduate fluvial geomorphology and river management course and two professional development units for industry. A worked example is used to demonstrate how scaffolded learning (including Piaget's stages of cognitive development and Vygotsky's zone of proximal development theory), and active learning techniques can be integrated and applied in practice. The author then provides some personal reflections and recommendations that others (both geomorphologists and non-geomorphologists) may find useful in developing their own pedagogy in tertiary education, irrespective of career stage.

Automated summary

This commentary discusses the pedagogy of a fluvial geomorphologist and introduces some theories from education psychology and pedagogy to inform the design and delivery of a third year undergraduate fluvial geomorphology and river management course. The article uses a worked example to demonstrate how scaffolded learning and active learning techniques can be applied in practice. The author also provides personal reflections and recommendations for developing pedagogy in tertiary education.