Teaching Science and Investigating Environmental Issues with Geospatial Technology: Designing Effective Professional Development for Teachers

ISBN-13: 9789048139309 / Angielski / Twarda / 2013 / 353 str.

James Makinster; Nancy Trautmann; Michael Barnett

Opis

The emerging field of using geospatial technology to teach science and environmental education presents an excellent opportunity to discover the ways in which educators use research-grounded pedagogical commitments in combination with their practical experiences to design and implement effective teacher professional development projects. Often missing from the literature are in-depth, explicit discussions of why and how educators choose to provide certain experiences and resources for the teachers with whom they work, and the resulting outcomes. The first half of this book will enable science and environmental educators to share the nature and structure of large scale professional development projects while discussing the theoretical commitments that undergird their work. Many chapters will include temporal aspects that present the ways in which projects change over time in response to evaluative research and practical experience. In the second half of the book, faculty and others whose focus is on national and international scales will share the ways in which they are working to meet the growing needs of teachers across the globe to incorporate geospatial technology into their science teaching. These efforts reflect the ongoing conversations in science education, geography, and the geospatial industry in ways that embody the opportunities and challenges inherent to this field. This edited book will serve to define the field of teacher professional development for teaching science using geospatial technology. As such, it will identify short term and long term objectives for science, environmental, and geography educators involved in these efforts. As a result, this book will provide a framework for future projects and research in this exciting and growing field.

Spis treści

Introduction........................................................................ 1

Jim MaKinster, Hobart and William Smith Colleges

Nancy Trautmann, Cornell Lab of Ornithology

Mike Barnett, Boston College

 

Section 1: Designing Effective Professional Development Projects

2.  Participatory Professional Development: Geospatially Enhanced Urban Ecological Field
Studies............................................................................... 13

Mike Barnett, Boston College

Meredith Houle, University of California at San Diego

Sheron Mark, Boston College

Daphne Minner, Center for Science Education at EDC

Linda Hirsch, Center for Science Education at EDC

Eric Strauss, Boston College

Lindsey Cotter-Hayes, Urban Ecology Institute

Beth Hufnagel, Brookline Public Schools

3. Field-based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies     44

Heather Almquist, University of Montana

Lisa Blank, University of Montana

Jeff Crews, University of Montana

George Stanley, University of Montana

Marc Hendrix, University of Montana

4. The GIT Ahead Project: Meeting Teachers Where They Are and Helping Them Achieve Their Geospatial Goals.............................................................. 67

Nancy Trautmann, Cornell Lab of Ornithology

Jim MaKinster, Hobart and William Smith Colleges

5. Spatial Sci: Forwarding Geospatial Technology Innovations In the Classroom         88

Lisa Blank, University of Montana

Jeff Crews, University of Montana

Randy Knuth, University of Montana

6. Eyes in the Sky: Facilitating Classroom Research Using Geospatial Technology       110

Carla McAuliffe, TERC

Jeff Lockwood, TERC

7. Coastlines: Commitment, Comfort, Competence, Empowerment, and Relevance in Professional Development................................................................... 133

Steven D. Moore, Science Approach

Don Haviland, California State University Long Beach

Allison Whitmer, Georgetown University

Jenny Brady, Science Approach

8. The Inquiring with GIS (iGIS) Project: Helping Teachers Create and Lead Local GIS-Based Investigations.................................................................. 161

Cathlyn D. Stylinski, University of Maryland Center for Environmental Science

Cassie Doty, University of Maryland Center for Environmental Science

9. Communities for Rural Education, Stewardship and Technology Program (CREST): A Rural Model of Teacher Professional Development.............. 191

Shey Conover, Island Institute, Maine

Ruth Kermish-Allen, Island Institute, Maine

Robert Snyder, Island Institute, Maine

10. Curriculum Aligned Professional Development for Geospatial Education   212

Beth Kubitskey, Eastern Michigan University

Heather Johnson, Northwestern University

Kirsten Mawyer, Northwestern University

Barry Fishman, University of Michigan

Daniel Edelson, National Geographic

11. Impact of Science Teacher Professional Development through Geospatial Technologies: A 5-Step Program of Support...................................................... 240

Rita Hagevik, University of North Carolina at Pembroke

Harriett Stubbs, North Carolina State University

Christiane Gioppo, Federal University of Parana, Brazil

Diane Whitaker, North Caroline State University

 

Section 2: Designing and Implementing Innovative and Effective Curricular Materials  

12. The Data Sets and Inquiry in Geoscience Education Project: A Model Curricula for Teacher Capacity Building in Scientific Inquiry Tasks With Geospatial Data      266

Daniel Zalles, SRI International

Amy Pallant, Concord Consortium

13. Designing Google Earth Activities for Learning Earth and Environmental Science           296

Alec Bodzin, Lehigh University

David Anastasio, Lehigh University

Violet Kulo, Lehigh University

14. Designing Geospatial Exploration Activities to Build Environmental Awareness in Middle School Students.......................................................................... 322

Louise Yarnall, SRI International

Phil Vahey, SRI International

Karen Swan, SRI International

15. The Lonely Trailblazers: Examining the Early Implementation of Geospatial Technologies in Science Classrooms........................................................ 346

Tom Baker, Environmental Systems Research Institute

Joseph Kerski, Environmental Systems Research Institute

16. Understanding the Use of Geospatial Technologies to Teach Science: TPACK as a Lens for Effective
Teaching......................................................................... 371

Jim MaKinster, Hobart and William Smith Colleges

Nancy Trautmann, Cornell Lab of Ornithology

17. Moving Out of Flatland: Toward Effective Practice in Geospatial Inquiry  396

Bob Coulter, Litzinger Road Ecology Center, Missouri Botanical Garden

18 What Happens After Professional Development: Case Studies on Implementing GIS in the
Classroom....................................................................... 419

Bob Kolvoord, James Madison University

Mike Charles, Pacific University

Steve Purcell, James Madison University

 

Section 3: Final Chapters

19. The Nature and Design of Professional Development for Using Geospatial Technologies to Teach Science............................................................................. 446

Jim MaKinster, Hobart and William Smith Colleges

Nancy Trautmann, Cornell Lab of Ornithology

20. The Nature of Teacher Knowledge Necessary for the Effective Use of Geospatial Technologies to Teach Science................................................................. 462

Jim MaKinster, Hobart and William Smith Colleges

Nancy Trautmann, Cornell Lab of Ornithology

O autorze

Michael Barnett wurde 1930 in London geboren, studierte Mathematik und Jura in Cambridge und arbeitete anschließend im Marketing.
Reisen durch Indien und ein Buch von R. D. Laing (1966) wiesen ihm eine neue Lebensrichtung. Eine persönliche Begegnung mit Laing gab schließlich den Anstoß, 1969 die Laienbewegung People not Psychiatry zu gründen, um Menschen mit geistigen und seelischen Schwierigkeiten zu helfen. Danach leitete er Encounter- und Bodywork-Gruppen in Europa und den USA.
1974 besuchte Barnett den Rajneesh Ashram in Poona und wurde Sannyasin, trennte sich aber 1982, in Ungnade gefallen, von der Bewegung und zog nach Deutschland. 1984 gründete er die Wild Goose Company in der Schweiz. Nach Stationen am Lago Maggiore, Italien, und in Frankreich ging Barnett zurück in die Schweiz, von wo aus weiterhin Energy-Trainings und Seminare organisiert werden.
Michael Barnett hat sechs Kinder, ist begeisterter Tennisspieler und beantwortet wöchentlich etwa 100 Briefe persönlich.

Blurb

This book provides research-grounded and practically-minded insights into teacher professional development in support of integrating GIS and other geospatial technologies into K-12 science teaching. In this volume 50 designers, educators and researchers share their experiences, knowledge, and lessons learned from a wide variety of projects. Readers will find a myriad of ideas and perspectives that they can apply to their own teacher professional development projects, as they work to provide students with engaging opportunities for learning science.

Geospatial technologies enable teachers to teach in fundamentally new ways, building student interest and skill through active engagement in critical thinking and project or inquiry-based learning. Students are naturally drawn to looking at landscapes and interpreting features through analysis of both shape and form. Given the chance to manipulate spatial data, students revel in deciphering mysteries, exploring scientific explanations, and linking causes with consequences.

The passion and interest demonstrated by students using geospatial tools has motivated an increasing number of K-12 teachers to embrace the use of these technologies for teaching and learning science. Given the nature and complexity of these tools, high quality professional development is essential for providing teachers with the support and guidance they need to use geospatial technologies effectively.

This book will be of special interest to scientists, geographers, and science educators who are designing or delivering teacher professional development in support of teaching with technology. The case studies make it possible for readers to identify specific paths forward regarding both research and practice.

GIS and other geospatial technologies offer teachers an effective way to engage students in the analysis of authentic data in ways called for by the Next Generation Science Standards and the National Geography Standards. With the improvements in the usability of the tools, the time is right to bring GIS and other geospatial technologies into all K-12 classrooms. The chapters in this book will enable teachers and teacher educators to make that happen.

Daniel C. Edelson, Ph.D., Vice President for Education, National Geographic Society

While increasing numbers of people use basic geospatial technologies, their power to enliven science has not yet been explored by most educators. This robust and thoughtful compilation focuses on how to support teachers as they introduce and implement these technologies in their classes. It examines curricular, philosophical, pedagogical, and professional development considerations through an array of real-world projects. Of particular interest are explanations of how programs were tailored to meet the varied needs of participating teachers and their students. I encourage educators who work with pre-service or in-service science, environmental science, social studies, or geography teachers to build their efforts based on the insights accumulated in this collection.

Christine M. Cunningham, Ph.D., Vice President, Museum of Science, Boston

This is the finest collection of professional development wisdom from thought leaders across 20 years of GIS and science education. It's a must read for educators, researchers, and curriculum developers interested in emerging educational technologies.

Tom Baker, ESRI