integrating geospatial technologies in an inquiry energy unit with urban middle school students
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Integrating Geospatial Technologies in an Inquiry Energy Unit with Urban Middle School Students. Violet Kulo, Alec Bodzin, Tamara Peffer Lehigh University Support provided by the Toyota USA Foundation. Geospatial Technologies. Map, visualize, and analyze geo-referenced data - PowerPoint PPT PresentationTRANSCRIPT
Violet Kulo, Alec Bodzin, Tamara Peffer
Lehigh University
Support provided by the Toyota USA Foundation
NARST 2011 Orlando, FL
Geospatial TechnologiesMap, visualize, and analyze geo-referenced
data Industry, business, education
Enhance science learning Authentic inquiry Critical thinking skills Problem solving skills Spatial thinking
Energy UnitAlign instructional materials and assessments
with learning goalsUsed with all ability levels of urban 8th grade
studentsUse GIT to promote student understanding of
the contentIncludes teacher resources and content
support materials
Purpose of the StudyExamine if GIT can be used to promote
students’ learning of energy resources content.RQ1: Does an inquiry unit supported by geospatial
technologies promote urban middle school students’ understandings of energy concepts?
RQ2: Are there any differences among ability level tracked middle school students?
Methodology Design–Based Research Design
Combines formative evaluation and analysis of the implementation process
Naturalistic setting Design partnership
Science educators, scientists, instructional designers, classroom teachers
Daily teacher interviews
MethodologySchool Context/Participants
Diverse ethnic backgrounds - 54% Hispanic, 30% White, 16% Black
105 eighth-grade students and one science teacher3 ability-levels tracks by mathematics PSSA scores19% ESL students20% migratory population59% reading proficiency and 22% science
proficiency
MethodologyInstrumentation
Classroom observation protocolPre/posttest content knowledge assessment
ReliabilityDistrict Curriculum (N=1043)
ELI Curriculum (N=105)
Entire instrument .78 .81
Energy acquisition .60 .67
Energy generation, storage, and transport
.57 .56
Energy consumption .48 .57
Exploring Solar Power Plants with Google Earth
Where is the Best Place to Locate a New Solar Power Plant?
Exploring Wind Farms with Google Earth
Where is the Best Place to Locate a New Wind Farm?
Investigating Oil Production and Consumption with My World GIS
Energy Resources for the Isle of Navitas
Wind Layer
Coal Layer
FINDINGS: Student Achievement
**p < .001.
FINDINGS: Student Achievement by Content Subscale
*p < .01. **p < .001.
FINDINGS: Student Performances
88% on task (engaged)76% independent
ConclusionsUse of GIT improved students’
understandings of energy.Content knowledge increased for learners at
all ability levels.Students were highly engaged.Interview data support that educative
curriculum materials helped the teacher to model and scaffold activities.
Website Address and Contact Information
http://ei.lehigh.edu/eli/energy
Paper available at:
http://ei.lehigh.edu/eli/research/pubs.html
Violet [email protected]