Teachers as Learners Examine Land-Use Change in the Local Environment Using Remote Sensing Imagery

Klagges, Hope; Harbor, Jon; Shepardson, Daniel P.; Bell, Cheryl; Meyer, Jason; Burgess, Willie; Leuenberger, Ted

doi:10.1080/00221340208978489

Cited by 8 publications

(1 citation statement)

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“…RS and aerial images have been used in collegiate and K‐12 educational settings as spatial thinking tools for learners to identify and interpret land cover features and view changes on the Earth's surface over time (Huber, 1983; Kirman & Nyitrai, 1998; Klagges et al, 2002). The use of GIT in science learning can enable primary and secondary school learners to manipulate, analyze, and synthesize spatial data in new ways (Bodzin, 2008; Hall‐Wallace & McAuliffe, 2002; MaKinster & Trautmann, in press) and can support the development of contextually rich learning environments that promote higher order thinking skills, meaningful learning, and authentic scientific inquiry (Bodzin, 2008; Bodzin & Anastasio, 2006; Tinker, 1992).…”

Section: Geospatial Information Technologies For Supporting Spatial Tmentioning

confidence: 99%

The implementation of a geospatial information technology (GIT)‐supported land use change curriculum with urban middle school learners to promote spatial thinking

Bodzin

2010

J Res Sci Teach

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This study investigated whether a geospatial information technology (GIT)‐supported science curriculum helped students in an urban middle school understand land use change (LUC) concepts and enhanced their spatial thinking. Five 8th grade earth and space science classes in an urban middle school consisting of three different ability level tracks participated in the study. Data gathering methods included pre/posttest assessments, daily classroom observations, daily teacher meetings, and examination of student produced artifacts. Findings indicated that content knowledge about environmental issues associated with LUC and spatial thinking skills involved with aerial and remotely sensed (RS) imagery interpretation increased for all learners. In most content and skill area clusters, effect sizes were larger for lower and middle track learners than for upper track learners. Achievement for spatial thinking items increased for all ability level tracks. The curriculum implementation appeared effective for enhancing spatial thinking skills involved with RS image interpretation to identify objects and investigate ground cover features. Learners at all ability levels had difficulty interpreting time‐sequenced images. Influencing learning contexts including curriculum design principles and instructional strategies are discussed. The findings from this study provide support that spatial thinking can be learned, can be taught formally to all students in an urban middle school, and can be supported by appropriately designed tools, technologies, and curriculum. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 281–300, 2011

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