Alec Bodzin, David Anastasio, Dork Sahagian, Lori Cirucci, Tamara Peffer, Violet Kulo
The National Educational Technology Standards for Students called for a classroom that is student-centered, with collaborative work in a multisensory, multimedia-based information exchange, where active inquiry-based learning and critical thinking are fundamental (International Society for Technology in Education [ISTE], 2000).
The purpose of this session is to illustrate how a Geographic Information System (GIS) can be incorporated into the classroom to support science and geographic inquiry and promote spatial thinking skills. According to the National Research Council (2006), spatial thinking is the knowledge, skills, and habits of mind to use concepts of space, tools of representation, and processes of reasoning in order to structure problems, find answers, and express solutions to those problems.
A GIS is a tool that allows for visualizing, mapping, and analyzing multiple layers of georeferenced data. Baker and Case (2000) posited that the use of GIS is emerging as an educational technology for developing contextually rich student learning. Many K-12 educators are now beginning to harness the power of GIS technology to support standards-based math, science, and social studies curricular activities (Bodzin, 2008; Holzberg, 2006). A GIS creates a learning environment in which students can visually explore, analyze, and make decisions about problems in an interactive and challenging manner (Audet & Ludwig, 2000) providing authentic, inquiry-based learning within the K-12 classroom environments (Bednarz & Audet, 1999).
Despite the promising nature of GIS to support inquiry-based learning environments, there are a number of barriers to implementing GIS in the classrooms. Those barriers include limited teacher inservice and preservice training on implementing GIS in the classroom; lack of time for teachers to learn and practice using the GIS; and a lack of relevant curriculum that incorporates GIS a tool to promote learning (Baker & Case, 2000; Keiper, 1998; Kerski, 2003; Sanders, Kajs, & Crawford, 2002; Shin, 2006).
To help alleviate those barriers, we have developed an energy learning module for diverse middle school students on the topic of energy use in the environment. Our work is part of a larger initiative funded by the Toyota USA Foundation entitled, Web-enhanced Environmental Literacy and Inquiry Modules (WELIM) for Middle School Learners. In this project, we are using an Understanding by Design (Wiggins & McTighe, 2005) design framework to develop, implement, and evaluate innovative interdisciplinary environmental science instruction via Geospatial Information Technologies (GIT) and the Web. Our project is also developing content and pedagogical support materials for teachers to implement GIS in the classroom to promote the learning of energy concepts.
The energy module takes advantage of GIT tools to promote student understanding that there are many sources of energy for our use and they each have impacts on the environment. Students investigate energy use and misuse practices, and examine ways to sustain the future of our environment with alternative energy sources. The learning activities address common student misconceptions and knowledge deficits about energy concepts. Currently, the energy module prototype materials are being pilot-tested at Broughal Middle School, an urban culturally diverse NASA Explorer School. Revisions to the energy module instructional materials will be made. Hence, participants in our session will engage with the revised materials.