ERIC Number: EJ1239049
Record Type: Journal
Publication Date: 2020
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-1341
EISSN: N/A
Defining and Measuring the Influences of GIS-Based Instruction on Students' STEM-Relevant Reasoning
Jant, Erin A.; Uttal, David H.; Kolvoord, Robert; James, Katherine; Msall, Camille
Journal of Geography, v119 n1 p22-31 2020
Geospatial technologies, such as geographic information systems (GIS), remote sensing, and GPS have been used in a variety of educational settings to help improve student learning. A sample of 53 high school seniors was recruited from the Geospatial Semester (GSS), a course that emphasizes the use of GIS for problem-solving and students in AP Physics and AP History served as a comparison. GSS students' spatial thinking and problem solving improved across the school year in contrast to Comparison Group. Results suggest that GIS-based instruction can be used to enhance students' use of spatial reasoning when solving STEM-relevant problems.
Descriptors: Geographic Information Systems, STEM Education, Scientific Literacy, Teaching Methods, High School Seniors, Problem Solving, Advanced Placement, Physics, Spatial Ability, Instructional Effectiveness, Local Issues, College School Cooperation, Inquiry, Rural Schools, Suburban Schools
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: SBE0541957