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© 2021 National Earth Science Teachers Association. All Rights Reserved.

Volume XXXVII, Issue 1

Abstract

Students collaboratively researched and designed an intelligent spatial map that helps 

predict flash flood damage for the Cuyahoga River Basin. Using Kolb’s experiential 

learning theory, students were given the opportunity to build their skills, understand the 

connections between the classroom and community, and acquire knowledge. Middle 

school students developed real-world solutions by researching flash floods before 

constructing 3D models and geospatial technology. Statistically significant results 

suggested that there was evidence of an increase in learning and skill building. Students 

also increased their willingness to problem solve through complex issues and improved 

their application of technology skills by using 3D modeling and geospatial applications. 

As a capstone activity, a student leadership team was formed to present innovative prototypes of the predictive maps to the National Weather Service to offer solutions that help 

warn the public of flash floods.

Introduction 

As Planet Stewards, middle school students from both private, rural and suburban schools, Ashland 

Christian School and Saint Ambrose Catholic School respectively, believe that it is important to 

take responsibility to care for the environment. Educators within Christian schools have conveyed 

successful implementation of experiential learning methods in a school-wide capacity, including 

real-world problem solving (Hedin, 2010). Kolb’s experiential learning is a cycle that utilizes 

different learning styles (Healey, 2000). By engaging with experiential learning, students learn how 

organizations work, engage in career exploration, and increase leadership skills with the ability 

to adapt to change (Lee, 2008). It has also been reported that self-directed learning and life-long 

learning skills emerge through experiential learning implementation (Jiusto, 2013). Other benefits 

resulting from Kolb’s experiential learning theory include students’ ability to better understand 

inquiry through authentic problems and reflection (Morris, 2020). Experiential learning has been 

reported to be effective through empirical research (Gosen, 2004). However, additional research is 

needed to study experiential learning by using a treatment and control group to further understand 

learning and effectiveness (Burch, 2019). 

Examining Experiential Learning Impacts on 

Student Understanding and Skill Building 

through the Watershed Flood Modeling Project

Beth Szijarto
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© 2021 National Earth Science Teachers Association. All Rights Reserved.

An experiential learning study was implemented through two 

schools that utilized a treatment engagement as well as a pre/posttest. Students met with one meteorologist and one hydrologist 

from the National Weather Service. These scientists worked with 

the children collaboratively to research and design an intelligent 

spatial map that helps predict flash flood damage for the Cuyahoga 

River Basin. Currently, the National Weather Service is not using a 

geospatial solution. Students implemented a spatial analyst model 

to predict the effects of rainfall on specific elevation levels using a 

digital elevation model (DEM) file. By using this model, the public 

might be able to make informed decisions for their safety. The 

National Weather Service has taken the simulated geospatial model 

and 3D prototypes as a suggestion that could be implemented in 

the future to help warn the public of impending floods. 

Desired Outcomes of the Project

1. Private, suburban and rural middle school students engage in experiential learning to 

increase their knowledge, skills, and problem-solving approaches.

2. The prototype solutions help prepare citizens for potential flash flood 

damage, which could help save lives and residential/commercial property.

3. The National Weather Service may use the geospatial model to help 

warn citizens prior to any flooding. Currently, the NWS only calls citizens to inquire if they had flooding damage. 

Program Development & Implementation 

Ninety middle school students completed a pre-survey assessment to create 

a baseline of current flash flood knowledge, tool usage, and problem-solving 

execution. Students selected which geospatial and 3D modeling tools they 

had used previously and were comfortable showing someone else how to use. 

Additionally, students were asked if they knew how to develop 

a solution to help prepare the public for flash floods. Overall, 

students were trying to solve the problem of how to create a 

geospatial model to warn the public of flash floods. Students 

also answered a secondary research question that focused on 

survival options for individuals in a car without a cell phone 

during a flood.

While students conducted research, they learned about 

weather careers and flash floods from a hydrologist through 

the National Weather Service. Students learned about the 

requirements needed for 3D and Geographical Information 

System (GIS) models. They began building 3D prototypes using 

TinkerCAD (TinkerCAD, 2021) and constructed ArcGIS (ESRI, 

2014) geospatial layers (churches, residents, schools, hospitals, 

and businesses). Students engaged in developing a geospatial 

model by specific rainfall and elevation levels from DEM files 

and used spatial analyst extensions and math logic functions to 

produce flash flood predictions. 

Image 2. Middle school students from Ashland Christian School 

develop prototypes that could help people survive a flash flood 

while in their cars without cell phones. Photo Credit: Beth Szijart

Images 3 and 4. Middle school students from Saint Ambrose Catholic School 

developed prototypes that could help people survive flash floods. Students

created cars with innovative extensions that filled with air to allow floating of 

vehicles, tools to break a window, and jetpacks to help people get out of their 

cars and fly away from the flash floods. Photo Credit: Beth Szijart

Image 1. The ArcGIS 10.0 (ESRI, 2014) flash flood model above

demonstrated 3ft, 5ft, 10ft, 15ft, 20ft, 30ft and above simulation to help the 

National Weather Service understand flash flood vulnerable areas based on 

terrain. Photo Credit: Beth Szijart
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© 2021 National Earth Science Teachers Association. All Rights Reserved.

Volume XXXVII, Issue 1

To assist with geospatial simulation construction, data was collected through a geodatabase, from 

within ArcGIS, where records coordinated locations for specific layer details. This data was collected 

for potential use by the National Weather Service that could help warn the public of rainfall levels 

according to elevation. Students took a post-survey assessment through Google Surveys to demonstrate that learning had resulted from the experiential learning treatment engagement. 

This project allowed students to demonstrate proficiency in asking questions, developing and using 

models, and planning and carrying out investigations. The Next Generation Science Standards 

(NGSS, 2013) performance expectations highlight many societally relevant aspects of earth system 

science (resources, hazards, environmental impacts) as well as related connections to engineering 

and technology. Students were able to use the crosscutting concepts of stability and change as they 

designed a model to warn populations about flash flood hazards. This project most closely provides 

the development of skills associated with performance expectation of MS-ESS3-2: Analyze and 

interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. 

Evaluation

Data collection methods consisted of using Google 

Surveys to obtain data about student experiences with 

flash floods, tool usage, and problem-solving approaches. 

3D prototypes were constructed using TinkerCAD 3D 

modeling software. Geospatial layers were developed using 

ArcGIS 10.0. 

The null hypothesis (H0) is that experiential learning does not 

increase learning and skill building. The alternate hypothesis 

(H1) is that experiential learning increases learning and skill 

building. A paired two-tailed t-test was conducted utilizing 

pre/post survey data and GraphPad Software (2021). The 

paired t-test helped to predict the probability of growth in 

knowledge, tool usage, and problem-solving approaches, 

which resulted with a statistical significance (P value < 

0.0001). Therefore, the null hypothesis (H0) was rejected. 

The paired two-tailed t-test was used as the statistical test 

Table 1. Outlines the type of data, collection method, and data 

amount that was obtained throughout the grant opportunity.

Student experience with 

flash floods Google Survey 90 records

Suburban/Rural tool usage & 

problem-solving approach Google Survey 90 record

3D prototypes TinkerCAD 75 prototypes of individual/

group developed 3D models

Church Layers ArcGIS layers Approximately 227,000 records

School Layers ArcGIS layers Approximately 208,000 records

Hospitals Layers ArcGIS layers Approximately 15,800 

records

30 ft flood sample ArcGIS layers 1 record polygon area

10 ft flood sample ArcGIS layers 1 record polygon area

3 ft flood sample ArcGIS layers 1 record polygon area

Figure 1. 28% of private school students who participated in the 

experiential learning study, reported tool usage experience with 3D printers 

and ArcGIS, while others reported only using 3D printers or ArcGIS. 48% of

the participating students reported having no experience with these tools

Figure 2. 31% of private school students believed that they knew how to 

solve the problem and had some ideas on how to accomplish the task. 68%

of students initially reported having no experience or ideas on how to solve 

this problem
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© 2021 National Earth Science Teachers Association. All Rights Reserved.

because the subjects were the same participants for 

both the pre/post survey. The purpose of this test 

was to help predict the probability that the differences between the sample means occurred because 

increased learning and skill building likely resulted 

after students engaged in the “treatment” or experiential learning. 

In Figure 3, students answered questions about 

flash floods, tool usage, and problem solving for 

both a pre/post survey. For Survey 1, students’ 

answers ranged from 2% - 27% measuring 

knowledge of flash floods, past tools usage 

involving 3D modeling and geospatial technology, and problem-solving creativity. After 

students engaged in experiential learning and 

developed prototypes, Survey 2 data presented 

a different result, ranging from 80% - 95%. This increase suggested considerable growth with each 

topic mentioned above for Survey 1. For example, student tool usage increased from 15% to 88%. 

Additionally, student results for problem solving approaches grew from 27% to 85%, suggesting that 

student creativity expanded through the experiential learning process.

Conclusion

The Planet Stewards funded this opportunity for middle school students to conduct real-world 

problem solving. Students demonstrated that their stewardship project provided a solution to help 

residents and business owners prevent flash flood damage and death and build a better water-resistant structure to protect property, or move property to a different location. The creative 3D model 

prototype ideas could be used as solutions in the future to help individuals evacuate or survive a 

flash flood. As Planet Stewards, students demonstrated that they learned about flash floods and 

how to develop a real-world solution that was then provided to the National Weather Service, which 

may contribute to saving lives and prevent property damage. Overall, this experiential learning 

study enforced the importance of being a Planet Steward in private schools by fusing their understanding that it is their responsibility to take care of the Earth with their passion to help others 

within the community.

References

Burch, G.F., Giambatista, R., Batchelor, J.H., Burch, J.J., Hoover, J.D., & Heller, N.A. (2019). A Meta-Analysis 

of the Relationship Between Experiential Learning and Learning Outcomes. Journal of Innovative 

Education, 17(3), 239 - 273. https://doi.org/10.1111/dsji.12188

ESRI ArcGIS Desktop. (2014). Release 10.4. Redlands, CA: Environmental Systems Research Institute. www.

esri.com

Gosen, J., & Washbush, J. (2004). A Review of Scholarship on Assessing Experiential Learning Effectiveness. 

Simulation & Gaming, 35(2), 270–293. https://doi.org/10.1177/1046878104263544

GraphPad Software. (2021). T Test Calculator. https://www.graphpad.com/quickcalcs/ttest1.cfm

Healey, M., Jenkins, A. (2000). Kolb’s Experiential Learning Theory and Its Application in Geography in Higher 

Education. Journal of Geography, 99(5), 185-195. https://doi.org/10.1080/00221340008978967

Hedin, N. (2010). Experiential Learning: Theory and Challenges. Christian Education Journal, 7(1), 107–117. 

https://journals.sagepub.com/doi/10.1177/073989131000700108

Jiusto, S., DiBiasio, D. (2013). Experiential Learning Environments: Do They Prepare Our Students to be 

Self Directed, Life-Long Learners? Journal of Engineering Education, 95(3), 195 - 204. https://doi.

org/10.1002/j.2168-9830.2006.tb00892.x

Figure 3. Growth of knowledge between Survey 1 and 2
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© 2021 National Earth Science Teachers Association. All Rights Reserved.

Volume XXXVII, Issue 1

Lee, S.E. (2008). Increasing Student Learning: A Comparison of Students’ Perceptions of Learning in the 

Classroom Environment and their Industry-Based Experiential Learning Assignments. Journal of 

Teaching in Travel & Tourism, 7(4), 37-54. https://doi.org/10.1080/15313220802033310

 Morris, T.H. (2020). Experiential learning – a systematic review and revision of Kolb’s model. Interactive 

Learning Environments, 28(8), 1064-1077. https://doi.org/10.1080/10494820.2019.1570279

NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The 

National Academies Press. http://www.nextgenscience.org/

TinkerCAD. (2021). Autodesk, Inc. www.tinkercad.com

About the Author

Mrs. Beth Szijarto is a doctoral student at Kent State University through Geography/Social & Behavioral 

Sciences. Her research involves studying competitive environments through rural and suburban schools by

implementing prevention programming and utilizing experiential learning methods. She has a Bachelor’s

Degree in Management Information Systems and a Master’s Degree in GIS/Remote Sensing. Since

2015, she has been a STEM Director for private, rural and suburban private schools, and has introduced 

geospatial technology to students and educators within Northeast Ohio. She worked in the corporate

world for 15 years through quality assurance (QA) automation software testing and she has been an 

entrepreneur, launching educational businesses which promote STEM. She also used geospatial technology

and computer programming while working for the federal government for 10 years. By getting the chance

to engage with students through problem-based learning within STEM education, she often feels like a kid

again. As a young child, she enjoyed adventure and reading National Geographic, Discovery, and Choose

Your Own Adventure books. Over the years, she also participated in 4-H, Girl Scouts, Science Fairs, an

Odyssey of the Mind competitions. She can be reached at szijabe@yahoo.c

The DataStreme Project includes 

online courses offered twice yearly by the 

American Meteorological Society. Choosing among 

three courses -- Atmosphere, Ocean, and Earth’s Climate 

System -- K-12 teachers interested in increasing their confidence and 

resources for Earth science teaching explore these themes during 13-week fall 

and spring semester courses in small mentor-lead cohorts. Participants earn graduate 

credits from California University of Pennsylvania and can qualify to become an

Certified AMS Teacher.

Learn More and Apply Online: 

ametsoc.org/DataStreme

ametsoc.org/CAT