Extending Scientific Inquiry through Geographic Information Systems

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GIS，学生们可以从本地收集的数据中发现潜在的模式，这些数据可以与来自更大社区的数据联系起来。但是GIS要求教师了解新的内容、新的教学方法和新的技术。本项目为初中和高中教师在有效使用地理信息系统作为教学策略方面的专业发展提供了材料。地理信息系统教师增强材料与以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——联系在一起。这些材料是根据教师和专业开发人员的试点测试进行修改的。这四个学习单元在地图的使用中发展空间推理，使用ARCView教授GIS技术的使用，使学生数据集的收集和使用成为可能，并连接到现有的模型课程。这些材料是由大师教师开发的，用于深化教师内容知识的研讨会，与最佳实践一致的教学模式，评估学习机会的有效性，发展提问策略的指导，并提供有关学生先入为主的信息。

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.