Supplementary material to "Teaching hydrological modelling: Illustrating model structure uncertainty with a ready-to-use teaching module" [post]

Wouter J. M. Knoben, Diana Spieler
2021 unpublished
In order to get a clearer picture on if and how uncertainty is currently taught to students in the field of Earth-and Environmental Sciences a quick survey on "Teaching Uncertainty in Hydrological Modelling" was conducted via the survey software The main questions we wanted to answer were: 1. How commonly is uncertainty in hydrological modelling part of the teaching curriculum in water resources (related) 5 courses? 2. Are data uncertainty, parameter uncertainty and model
more » ... ture uncertainty equally often covered in the curriculum? 3. Which tools are being used to teach hydrological modelling and, specifically, how often are modelling exercises part of the curriculum? We wanted to design the survey as short as possible in order to get many participants to take the time to answer it. We 10 hoped that a large number of participants would allow a broad general overview on the topic. The survey was distributed via twitter, different e-mail lists and by explicitly searching for and contacting different hydrology institutes and water research related faculties. Additionally, a flyer to the survey was passed out during AGU 2019. We were able to collect 101 answers in approximately 6 months (the survey was open between 18.09.2019 and 06.03.2020). The survey had between eight and eleven questions depending on the path the participants took through the survey (see Figure S1 ) and took approximately three minutes 15 to answer. In the following section the survey questions and answer possibilities are listed with the number of responses in blue. Note that different paths through the survey were possible depending on which answers were given, resulting in consecutive questions occasionally having a different number of respondents. Due to the way the survey tool works, certain questions needed to be duplicated to let them be part of different paths. The different survey paths and their corresponding questions can 20 be seen in Figure S1 displaying a flow diagram of the survey with its introductory text. Graphics
doi:10.5194/hess-2021-30-supplement fatcat:3tqkx5xg75g6zg2tp3fbw6avne