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

地质学(42)这个项目通过揭露学生的误解来改进地理信息系统的教育。根据警队概念清单最先提出的概念清单的概念，并使用其他STEM学科的教育研究人员开发的技术，正在开发一种基于概念的诊断工具，以衡量教授地理信息系统的各种学科的学生学习情况。该工具正被用来查明妨碍学生达到《地理空间信息科学与技术知识体系》(BOK)中所定义的地理空间扫盲的误解。项目活动包括：1)将BOK概念清单映射到现有的全州地理信息系统课程；2)开发一种评估工具，以确定有损学生对这些概念的理解的误解；3)确定克服误解的成功策略；以及4)整合课堂和实验室的成功策略，以改进和更新现有的地理信息系统课程材料。该项目响应了国家研究委员会和许多专业机构的行动呼吁，其中包括地理信息系统大学联合会和美国地理学家协会。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表现不佳的问题，并在越来越多的领域对教学产生积极影响，在这些领域，地理信息系统现在被认为是不可或缺的。

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.