Using Geographic Information Systems in science classrooms

Abstract

This qualitative study examines GIS use in two North Carolina classrooms and illustrates several GIS lessons that span the gamut of worksheet type lessons to independent student research. Using Geographic Information Systems, GIS, in the science classroom has a variety of benefits which the associated literature describes. The teachers in this study report that GIS is a technology that a wide range of students enjoy using. Visual learners find GIS a way to establish and communicate relationships that may be difficult for them to communicate with words and this makes their learning more enjoyable and rewarding. GIS use allows teachers to simplify many science concepts and again appeal to visual learners. Earthquake and volcano location relative to plate boundaries is a good example that is illustrated in a model lesson here. Additionally, GIS technologies allow students to practice and enhance their inquiry and problem solving skills. Students must select appropriate data layers, produce a map that communicates clearly to an audience, and calculate values like perimeter and area. GIS maps can be used to help students generate research questions and then answer those questions. An example student project is also included. GIS is a multi-faceted technology that is ready for use in the science curriculum.

A Derivation of Factors Influencing the Innovation Diffusion of the OpenStreetMap in STEM Education

“…For example, given the nature of STEM problem solving, STEM students' descriptions of how land masses move over centuries ostensibly rests on how capable they are involving GIS abilities [14]. Research also suggests that the use of GIS helps students develop analytic and problem-solving skills [46]. GIS empowers students to use computers as a professional tool in order to solve problems independently.…”

“…GIS empowers students to use computers as a professional tool in order to solve problems independently. Students must select the appropriate data layers, analyze the data and develop technology assisted solutions for real-life problems related to the STEM disciplines [46]. Using GIS in STEM education benefits students from the aspects of knowledge, perception, skills, and the science-technology-society environment [16].…”

Application of GIS Means for the Research Competencies Development of Ecological Specialties Students

“…A similar positive effect of the GIS means uses for the practical skills' formation of solving social students' problems was revealed by Demirci et al [16] during the implementation of the project in the school of district Sisli. The study results, obtained by Whitaker [17] in two North Carolina classrooms, showed that use of GIS means in the educational process also facilitate solving the verbal perception information problems and formation of relationships between students.…”

The Effect of Practicum Methods on Geographic Information System Learning Outcomes and Students’ Activeness in Senior High School

“…GIS learning outcomes can run better if many senses are involved in learning. One of the efforts to improve GIS learning outcomes is using methods involving multiple senses [20], [21]. Dale's cone explains that direct experience is concrete and occupies the highest position in students' memories regarding understanding the material [22], [23].…”

“…First, it makes students understand the details of the material more directly. Direct practical learning makes learning more meaningful for students [11], [21]. Students can understand the immediate benefits of the teaching they receive [24].…”