A National Survey to Examine Teacher Professional Development and Implementation of Desktop GIS
A National Survey to Examine Teacher Professional Development and Implementation of Desktop GIS
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检查教师专业发展和桌面 GIS 实施的全国调查
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
J. Kerski
中科院分区：
文献类型：
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作者：
Thomas R. Baker;A. M. Palmer;J. Kerski
摘要本文探讨了一个在线的K-12教育工作者谁参加了一系列的GIS培训讲习班的作者在1998年和2004年之间进行的全国调查的结果。从自我报告调查（N = 186）的数据表明，新的信息在GIS培训后的教学和评估模式的潜在变化。这项调查提供了洞察力，为那些设计基于GIS的专业发展，同时描述相对较小的变化，在教学方法。该调查证实了一些课堂实施的限制，从早期的国家实施调查，确定教师缺乏时间，学生之间的技能水平，和软件的复杂性。
ABSTRACT This article examines the results of an online national survey of K–12 educators who attended a series of GIS training workshops conducted by the authors between 1998 and 2004. Data from the self-report survey (N = 186) suggest new information about potential changes in instruction and assessment patterns following GIS training. The survey provides insight for those designing GIS-based professional development, while simultaneously describing relatively little change in instructional methodology. The survey confirms some classroom implementation constraints from an earlier national implementation survey, identifying a lack of time for teachers, variable skill levels among students, and software complexity.