Creating and Implementing a Concept Inventory-Based Diagnostic Tool to Improve Undergraduate GIS Education

地质学（42）该项目通过揭露学生的错误概念来改进GIS教育。借鉴的概念库存的概念，首先开发的力量概念库存，并使用技术开发的教育研究人员在其他STEM学科，一个基于概念的诊断工具正在开发中，以衡量学生学习的各种学科中，GIS被教导。该工具正被用来查明妨碍学生获得地理空间信息科学和技术知识体系所界定的地理空间知识的错误观念。项目活动包括：1）将BOK概念清单映射到现有的全州GIS课程中; 2）开发一种评估工具，以识别损害学生对这些概念理解的误解; 3）确定克服误解的成功策略;以及4）将成功的策略整合到教室和实验室中，以改进和更新现有的GIS课程材料。该项目响应了国家研究理事会和包括大学地理信息系统联合会和美国地理学家协会在内的许多专业机构的行动呼吁。该项目的调查结果使地理信息系统教育工作者能够解决学生成绩不佳的问题，并在地理信息系统现在被认为是不可或缺的越来越广泛的领域中对教学产生积极影响。

Geology (42) This project is improving GIS education by uncovering student misconceptions. Drawing on the notions of concept inventories first developed in the Force Concept Inventory, and using techniques developed by education researchers in other STEM disciplines, a concept-based diagnostic tool is being developed to measure student learning across the wide array of disciplines in which GIS is taught. The instrument is being used to identify the misconceptions preventing students from attaining geospatial literacy as defined in the Geospatial Information Science and Technology Body of Knowledge (BOK). Project activities include: 1) mapping the BOK concept inventory to the existing statewide GIS curriculum; 2) developing an assessment instrument to identify misconceptions impairing students' understanding of these concepts; 3) identifying successful strategies for overcoming the misconception; and 4) integrating the successful strategies in classrooms and laboratories to improve and update existing GIS curriculum materials. This project is responsive to a call to action by the National Research Council and numerous professional bodies including the University Consortium for GIS and the Association of American Geographers. The project findings are enabling GIS educators to address the problem of student underperformance and positively impact teaching in the ever widening array of fields in which GIS is now regarded as indispensable.