Peer reviewed
Direct linkERIC Number: EJ1205480
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-1341
EISSN: N/A
Training Social Studies Teachers to Develop Inquiry-Based GIS Lessons
Hong, Jung Eun; Melville, Ashley
Journal of Geography, v117 n6 p229-244 2018
This article introduces an approach to designing effective geographic information system (GIS) professional development (PD) based on six features: (1) collective participation, (2) practice time, (3) time for lesson development and presentation, (4) state and national standards, (5) district support and direct involvement, and (6) professional support. In this study, participating teachers learned about ArcGIS Online tools, practiced them, and developed their own inquiry-based GIS lessons following the "College, Career, and Civic Life (C3) Framework for Social Studies State Standards." This article reports participating teachers' feedback on GIS PD and their inquiry-based GIS social studies lessons.
Descriptors: Faculty Development, Social Studies, Geographic Information Systems, Feedback (Response), Teacher Attitudes, State Standards, Inquiry, Teaching Methods, Lesson Plans, Time Management, School Districts, Workshops, Map Skills, Elementary School Teachers, Middle School Teachers, Secondary School Teachers
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: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A
