Studying Topography, Orographic Rainfall, and Ecosystems (STORE) with Geospatial Information Technology

商店正在高中环境科学研究中使用创新的基于地理空间信息技术的学习，重点是气候变化的气象和生态影响。开发的资源正在使用ArcGIS Explorer来增加学生对科学和职业的学习和兴趣，并将适用于教师改进课堂实施。SRI国际是牵头组织，与霍巴特学院和威廉·史密斯学院合作。项目顾问和顾问包括ESRI、美国气象学会、康奈尔大学、密歇根大学和加州大学圣克鲁斯分校，以及来自加利福尼亚州和纽约州高中的六名设计合作伙伴教师。海尼研究和评估公司正在进行外部评估。正在使用共同设计和以设计为基础的研究方法来创建一个地理空间驱动的高中实验室和实地干预，由尖端的Git工具和课程模块样本组成。总之，这些资源为学生提供了亲身实践的机会，以探索与加州和纽约预测的气候变化模型有关的区域大气、地球圈和生物圈相互作用。通过三个以设计为基础的微循环研究，正在开发地理空间工具，并在不同的高中生群体中进行测试，其中包括加利福尼亚州和纽约的城市和农村少数群体。参与的学生将被观察并分析他们的学习表现，以确定他们在以帮助他们学习目标内容和练习目标技能的方式使用工具的同时，如何很好地掌握工具的功能。正在开发一个课程模块，其中包括一系列极具挑战性的课程和内嵌的形成性评估。专业发展阶段正在详细审查在两年的课堂实施期间使用该工具和课程的情况。STORE将推进：(1)使用真实科学数据集和气候变化模型的基于时间的地理空间模拟，加深学生对气候变化及其对生物圈的影响的了解；(2)向STEM社区提供关于这项创新的实施和演变的数据，这将为今后基于技术的K-12课堂探究式设计和专业发展提供信息。最后，该项目将向STEM教育研究社区通报具有不同学生群体、技术可用性和其他课堂特征的教师如何使用在存储期间开发的学习模块和干预措施。

STORE is using innovative Geospatial Information Technology-based learning in high school environmental science studies with a focus on the meteorological and ecological impacts of climate change. The resources developed are using ArcGIS Explorer to increase students' learning and interest in science and careers and will be adaptable for teachers to improve classroom implementation. SRI International is the lead organization, in partnership with Hobart and William Smith Colleges. Project advisers and consultants include ESRI, American Meteorological Society, Cornell University, University of Michigan, and University of California, Santa Cruz, plus six design partner teachers from high schools in CA and NY. Haynie Research and Evaluation is conducting the external evaluation. A co-design and design-based research approach is being used to create a geospatially-driven high school laboratory and field intervention consisting of a cutting-edge GIT tool and curriculum module exemplar. Together, these resources provide students with hands-on opportunities to explore regional atmospheric, geospheric, and biospheric interactions in relation to models of projected climate change in California and New York. Through three microcycles of design-based research, the geospatial tool is being developed and tested with small diverse groups of high school students, including urban and rural minorities in California and New York. Participating students are being observed and their learning performances analyzed to determine how well they can both master the tool's features in tandem with using the tool in ways that help them learn the targeted content and practice the targeted skills. A curriculum module with a progression of exceedingly challenging lessons and embedded formative assessments is being developed. A professional development phase is examining the use of the tool and curriculum in detail during two years of classroom implementation. STORE will advance: (1) the use of time-based geospatial simulations of real scientific datasets and climate change models to build greater student understanding about climate change and its impacts on the biosphere; and (2) provide the STEM community with data on the implementation and evolution of this innovation, which will inform future technology-based inquiry-based K-12 classroom designs and professional development. Finally, the project will inform the STEM educational research community about how teachers with diverse student populations, technology availabilities, and other classroom characteristics used the learning modules and interventions that were developed during STORE.