Download - Science Goes Spatial: Geotechnology in the Science Classroom Lisa M. Blank, Jeffrey W. Crews,
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June 19, 2006
Science Goes Spatial: Geotechnology in the Science Classroom
Lisa M. Blank, Jeffrey W. Crews, Rachel Loehman, and Randy Knuth
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Spatial Thinking
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Spatial thinking must be recognized as a fundamental part of K-12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information- based economy of the 21st-century. Using appropriately designed support systems tailored to the K-12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum (National Research Council, 2005).
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In the recently released proceedings from the National Science Teachers Association (http://science.nsta.org/enewsletter/lmr.pdf), an alarming trend was noted: “. . . new and emerging technologies, which help shape the future of science and discovery, are making their way into the K-12 curriculum in a belated or “back-door fashion,” if at all. Technologies that are developed for business applications are being adapted, at best, in a makeshift fashion for educational use. . . For the US to maintain its leadership position in the new information-based world economy . . . emerging technologies with science education potential must be made available to students and teachers.
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Overall GTEC Goal:Contribute to a national model that improves the teaching and learning of science in grades 5-12 using geotechnologies.
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• Earth Observing Systems Education Project (EOS)
• GIS4MT– 235 participating schools– Introductory GIS trainings across Montana– Obstacles to full implementation of GIS
• Onsite Support• Data sets
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GTEC Project Goals:• Increase student interest in science, technology and
geotechnologies;• Develop student mastery in using geospatial
technologies when solving real-world interdisciplinary problems;
• Prepare students for careers in geospatial technologies;• Increase teacher comfort in use of geotechnologies in
classroom;• Help teachers infuse geotechnologies into classroom
instruction;• Build a national model for introducing geospatial
technology to improve 5-12 science teaching and learning.
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June 19, 2006
GTEC is a teacher training model that sustains the use of geospatial technology within Montana classrooms, positions Montana science classrooms as leaders in geotechnology education, and transfers to other sites across the country.
• Develop geotechnology educator leadership teams;• Generate spatial data sets that are appropriate for use with
school-aged audiences and aligned with national science education standards;
• Establish a system of support for dissemination of geospatial applications in the 5-12 science classroom including interactive website, help desk and bi-annual video conferencing;
• Found a statewide geospatial technology competition;• Disseminate a national model for introducing geospatial
technology to improve 5-12 science teaching and learning
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• GTEC Outcomes– Explore geospatial resources being used by
research scientists across Montana• NTSG – Faith Ann Heinsch and Rachel Loehman• DBS – Bill Granath• FLBS – Niels Maumenee• Precision Agriculture – Bob Rumney
– Share work with school district via an in-service workshop
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– Create geospatial module using GIS data• ESRI Template
– Global Climate Change• Two week module
– Implement geospatial module in your classroom during the 2006-2007 academic year
– Video tape GIS lesson highlighting student use of geospatial data set generated from GTEC summer institute
– Participate in pilot student GIS competition spring 2007
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• GTEC Support– $2000 teacher stipend– $500 classroom mini grant– Four two-hour workshop sessions via
video conference:– Weekly help desk support– Graduate credit or OPI hours