Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning

Erin A. Jant; David H. Uttal; Robert Kolvoord; Katherine James; Camille Msall

doi:10.1080/00221341.2019.1676819

Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning

Erin A. Jant, David H. Uttal, Robert Kolvoord, Katherine James, Camille Msall

Research output: Contribution to journal › Article › peer-review

20 Citations (Scopus)

Abstract

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.

Original language	English
Pages (from-to)	22-31
Number of pages	10
Journal	Journal of Geography
Volume	119
Issue number	1
DOIs	https://doi.org/10.1080/00221341.2019.1676819
Publication status	Published - 2 Jan 2020
Externally published	Yes

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abstract = "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{\textquoteright} 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{\textquoteright} use of spatial reasoning when solving STEM-relevant problems.",

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AU - Msall, Camille

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Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning

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