NotesFAQContact Us
Search Tips
ERIC Number: EJ1061720
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: ERIC
Reference Count: 10
ISSN: ISSN-1933 8341
Geocaching Is Catching Students' Attention in the Classroom
Lisenbee, Peggy; Hallman, Christine; Landry, Debbie
Geography Teacher, v12 n1 p7-16 2015
Geocaching is an inquiry-based activity encouraging creativity, active learning, and real-world problem solving. As such, it is an educational opportunity for students in all grade levels. Educators benefit by observing students using higher-order thinking instead of rote learning offered by using traditional worksheets, tests, or quizzes. Also, the use of inquiry-based activities provides immediate feedback for teachers on students' mastery of content from lessons. "Geocaching is Catching Students' Attention in the Classroom" was a grant funded project, which provided professional development to rural teachers for the purpose of increasing their pedagogical and subject knowledge to enhance student learning. This project enabled elementary and middle school teachers to attend a summer workshop to learn how to use GPS receivers to teach geocaching lessons in their classrooms. Following this training, teachers applied their firsthand knowledge of GPS technology with effective inquiry instruction to teach subject area concepts using geocaching lessons in their classrooms. The project focused on increasing pedagogical knowledge and skills for teachers to create inquiry lessons infused with technology across several subject areas in order to engage students in geocaching lessons using GPS receivers. Ten teachers from a rural school district in the northeastern region of Oklahoma participated in this grant: one 3rd-grade teacher, four 5th-grade teachers, two 6th-grade teachers, two 7th-grade teachers and one 8th-grade teacher. The 15-hr summer workshop trained teachers how to use GPS receivers, understand geocaching concepts, and then create inquiry lesson plans. The workshop provided a hands-on learning experience for the ten 3rd-8th grade teachers where they participated in the role of a learner, not as a teacher. Following the summer workshop, four days were scheduled from October to March for the authors to follow up with the teachers on their school campus. Results showed the use of follow-up visits, after an initial professional development workshop, seemed to increase the confidence and effectiveness of the teachers. Teacher confidence seemed to support effective instruction in the same manner as additional follow-up visits seemed to support teachers to implement geocaching lessons.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Grade 3; Primary Education; Early Childhood Education; Grade 5; Intermediate Grades; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma