Field-Based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

“…It is possible these teachers also had more confidence in their abilities to teach with GST because of their increased proficiency with the technology. This is aligned with previous studies that indicated teachers' confidence increased as a result of increasing their skills (e.g., Almquist et al, 2014; Harte, 2017; Price et al, 2014). There is some evidence that instruction that is aligned with Geospatial Inquiry principles leads to a more positive student perception (e.g., Milson & Earle, 2008), student engagement, and student achievement (Bodzin, 2011; Bodzin et al, 2014; Claesgens et al, 2013; Kulo & Bodzin, 2013), but no studies have linked an increase in technological performance skills to student interest.…”

“…PLD design that helps teachers integrate GIS into the classroom is well documented (e.g., Bednarz, 2004; MaKinster et al, 2014). The focus of effective programs is on teaching with GIS as opposed to teaching technology skills in isolation (e.g., MaKinster et al, 2014; Moore et al, 2016; Trautmann & MaKinster, 2010); however, building GIS skills through application is important to increase teachers' confidence to implement in classrooms (e.g., Almquist et al, 2014; Harte, 2017; Moore et al, 2016; Price et al, 2014). Identifying the utility of this PLD is critical for both participants and school administration, as teachers are more likely to learn GIS skills when they perceive its' usage will improve their teaching (Trautmann & MaKinster, 2010) and the more support teachers receive from the school, the more likely they are to attend PLD (Lay et al, 2013).…”