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1. Sample Activities and Handouts
3. Research Papers related to integrating GIS into K-12 education
by Donna L. Goldstein
The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development for teachers, and (d) evaluate teacher perceptions of the value of integrating GIS into their existing curricula.
by Patricia A. McClurg and Alan Buss
This article explains a professional development experience of ﬁfth to twelfth grade teachers in using geographic information systems (GIS) and global positioning systems (GPS) technologies to enhance classroom teaching and learning environments. A key challenge faced by the developers was whether teachers would value the technology tools enough to warrant the time necessary to develop the skills for productive use of the technology. Based on ﬁve years’ experience, researchers identiﬁed seven key components and elaborated on them with examples and related processes.
by Thomas R. Baker
Internet-based mapping provides a powerful alternative for successfully establishing GIS technology in the K-12 education community, while simultaneously avoiding the traditional barriers associated with desktop GIS. Internet-based GIS can support standards-based inquiry methods of teaching and learning while providing basic analysis tools for studying and exploring geographic or scientific data in the classroom. Key Words: GIS Education, Internet-based GIS, K-12 GIS.
by Sheryl A. Sorby and Beverly J. Baartmans
In January 1993, we received NSF funding to develop a pre-graphics course for freshman engineering majors who are weak in 3-D spatial visualization skills. A text and computer lab exercises utilizing I-DEAS software were written specifically for this course. The course is 3-credits (quarter system) with two hours of lecture andtwo hours of computer lab each week. It was offered at Michigan Technological University (MTU) for the first time during the 1993 Fall term and has been offered each fall since that time. The objective of the course is to provide the prerequisite spatial skills needed by students to succeed in their subsequent engineering graphics courses. Assessment for the course has been continuous. Recently, a six-year longitudinal study was conducted to determine the overall success of this project. This paper will describe the project and the assessment findings from the longitudinal study
Audet, R. H., and Abegg, G. L. Geographic information systems: Implications for problem solving. Journal of Research in Science Teaching, 33: 21-45. 1996.
Bednarz, S. W., and Ludwig, G. Ten things higher education needs to know about GIS in primary and secondary education. Transactions in GIS. 2(2). 123-133. 1997.
ESRI 2012. www.esri.com. Redlands, CA: Environmental Systems Research Institute.
Gerson, Helena P., Sorby, Sheryl A., Wysocki, Anne, and Baartmans, Beverly J. The Development and Assessment of Multimedia Software for Improving 2-D Spatial Visualization Skills. Computer Applications in Engineering Education. 9(22) 102-113. 2001.
Meyer, J. W., Butterick, J., Olkin, M., & Zack, G. GIS in the K-12 Curriculum : A Cautionary Note *. Professional Geographer. 51(4): 571-578. 1999.
Sorby, Sheryl A., and Baartmans, Beverly J. A Course for the Development of 3-D Spatial Visualization Skills. Engineering Design Graphics Journal. 60(1). 13-20. 1996.
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