Extending Scientific Inquiry through Geographic Information Systems

通过地理信息系统扩展科学探究

• 批准号: 0096679
• 负责人: Joseph Heppert
• 金额: $ 106.07万
• 依托单位: University of Kansas Center for Research Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-15 至 2006-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0096679&HistoricalAwards=false
• 关键词: Extending; Scientific; Inquiry; through; Geographic

Geographic Information Systems (GIS) are powerful technology tools that help create an inquiry-rich environment. With GIS, students discover underlying patterns from locally collected data that can be connected to data from the larger community. But GIS requires teachers to understand new content, new pedagogy and new technology. This project provides materials for professional development of middle and high school teachers in effective use of GIS as an instructional strategy. The GIS teacher enhancement materials are tied to two previously developed project-based curriculum units -- in atmospheric monitoring and biodiversity. The materials are modified based upon pilot testing with teachers and professional developers. The four learning units develop spatial reasoning in the use of maps, teach the use of GIS technologies using ARCView, enable the gathering and use of student data sets, and connect to existing model curricula. The materials, developed with master teachers, are for workshops that deepen teachers' content knowledge, model pedagogy consistent with best practice, evaluate the effectiveness of learning opportunities, develop coaching with questioning strategies and provide information about student preconceptions.

地理信息系统(GIS)是一种强大的技术工具，有助于创建一个查询丰富的环境。有了地理信息系统，学生可以从本地收集的数据中发现潜在的模式，这些数据可以连接到更大的社区的数据。但地理信息系统要求教师理解新内容、新教学方法和新技术。本项目为初中和高中教师有效使用地理信息系统作为教学策略的专业发展提供素材。地理信息系统教师培训材料与之前开发的两个基于项目的课程单元--大气监测和生物多样性--捆绑在一起。这些材料是根据与教师和专业开发人员进行的试点测试进行修改的。这四个学习单元开发使用地图的空间推理，教授使用ArcView的地理信息系统技术的使用，使学生能够收集和使用数据集，并与现有的示范课程相联系。这些材料是与高级教师一起开发的，用于讲习班，以加深教师的教学知识，按照最佳做法建立教学模式，评估学习机会的有效性，制定提问策略的指导，并提供有关学生先入为主的信息。