using arcgis and project based learning in the secondary ...€¦ · using arcgis and project based...

Kristi Fredrickson, Center for Science Teaching and Learning

Lori Rubino-Hare, Center for Science Teaching and Learning

James Sample, Department of Geology

Mark Manone, Department of Geography, Planning, and Recreation

Using ArcGIS and Project Based Learning in the Secondary Classroom

Two Professional Development Delivery ModelsGoal: To improve teaching and understanding through integration of

GIS and Project Based Learning (PBL)

Outline

Southwest User Conference, 2011

I. Description of PD modelsII. Participant ResultsIII. Student ResultsIV. Lessons Learned and Future work

Content GIS

Pedagogy

PD

We Believe…


Our Team


Content – Dr. James Sample, Geology

Pedagogy – Kristi M. Fredrickson, Lori Rubino-Hare, Center for Science Teaching and Learning

Technical Skill – Mark Manone, Geospatial Research And Information Laboratory (GRAIL), Melissa White, e-Learning Coordinator

Our Plan


Pair Science or Math teacher with Career and Technical Education (CTE) teacher in the same school building

Focus on teaching with GIS versus teaching GIS

Utilize project based instructional methods

Our Goal – Collaborative Inquiry


Questioning

Data analysis

Critical thinking -evidence and explanations and communicating scientific arguments


Academic Year Delivery Summer Delivery

• Friday nights/Saturdays all day – monthly October – May

• 60 seat hours

• 10 days all day during summer• 70 seat hours

• Pedagogy, Earth Science content, GIS skills embedded

• Inquiry, learning cycles, concepts and articulation, assessment – formative and summative

• Mapping and Analyzing Our World• iGETT San Bernardino Mass Wasting Module• Final presentation of implementation to

peers

• Pedagogy, Earth Science content, GIS skills embedded • Inquiry, learning cycles, concepts and articulation,

assessment – formative and summative• Time to plan implementation schedule• Mapping and Analyzing Our World

• Implement/assess Natural Disasters and Mass Wasting modules

• Data collection pre and post• Online discussion board monthly• Site visits – Spring

• Implement/assess Weather and Climate module and Climate Change Community Plan

• Data collection pre and post• Online discussion board monthly• Site visits – Fall and Spring

• Map algebra• Authentic site based project

• Georeferencing• Authentic site based project

Participant Profiles


Academic Year15 teachers

27% teach grades 7-873% teach grades 9-12

27% teach CTE13% teach Math47% teach Science7% teach Social Studies7% teach Special Education

256 students 31% Native American 6% Latino/Hispanic

66% Title 1 51% Rural Students (all counties

except Maricopa and Pima)

Summer39 teachers

8% teach grades 7- 892% teach grades 9-12

30% teach CTE9% teach Math57% teach Science4% teach Social Studies

300 students• 2% Native American• 35% Latino/Hispanic

Scaffolding of Skills


What is GIS?

High interest lessons from Mapping Our World and Analyzing Our World Using GIS: Our World GIS Education, Levels 2 and 3 (Palmer et al., 2008)

http://gisetc.com/shop/index.php?main_page=index&cPath=2&zenid=92c465eae669468f8d647db489699d1a

Scaffolding Continued


Local seismicity, volcanism, streams and drainage, climate and weather, mass wasting

Data collection in field to practice

Model field study

Advanced Institute


Project Based Learning Handbook (Buck Institute for Education, 2003)

Backwards design – focus on student outcomesCraft a driving questionPlan the assessmentMap the projectManage the process

Outline


I. Description of the PD modelsII. Participant ResultsIII. Student ResultsIV. Lessons Learned and Future work

Use of GIS to access data (factual, not related to science concept), collect evidence through direct observations – Levels 1 and 2 REMEMBERING

Use of GIS to apply to science term/fact; develop claim – sense‐making of patterns, etc. beginning visual representation– Level 3 UNDERSTANDING

Use of GIS to apply science concept; use evidence to support the claim with inference –further sense‐making of patterns, etc.; visual representation developed further –Level 4 APPLYING/ANALYSING

Use of GIS to apply science concept; use multiple pieces of evidence to support the claim and make a decision, visually display and present understandings Level 5 EVALUATING/CREATING

Teacher GIS Skill Levels Compared to Bloom’s Taxonomy


Teacher Participant Geospatial Performance Assessment Post PD


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Level 3 or higher

Academic Year

Summer

Teacher observations- findings


No evidence that teaching models affect the pedagogy- Looking for inquiry, not seeing a difference between

projects

Implementation –Project Based Instruction


0%

20%

40%

60%

80%

100%

Teachers Using PBI

AcademicYear

Summer

0%

20%

40%

60%

80%

100%

Site Based

AcademicYear

Summer

Retention


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Participant Completion Rate

Academic Year

Summer

Summary –Participant Outcomes


Summer model = project stage

Academic year (AY) delivery ≠ project implementation

AY delivery = site based projects

AY delivery = retention

Outline


I. Description of the PD modelsII. Participant ResultsIII.Student ResultsIV. Lessons Learned and Future work

Quality of Student Products


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

High GIS High STEM High Claims &Evidence

Academic Year

Summer

% P

rodu

cts H

ighl

y R

anke

d

Assignment Matters


0

0.5

1

1.5

2

2.5

3

3.5

Average use of GIS Average Content Average Claimsand Evidence

Preliminary Assignment

Site Based Problem

Aver

age

Scor

e

Assignment Matters


“As can be seen from the power points submitted to you, there were quite a few projects that did not include GIS maps at all. Generally, they do not care.” – following Weather and Climate Assignment

“The students were very interested in this project because it was a real world application of classroom information. They saw that their research and ideas for repair and prevention could have a positive impact on their school. In addition, they were equally excited about using the LabQuests. This was an opportunity for them to collect real data in the field.” –following Site Based Assignment

6.5% 6.8%

8.9%

6.8% 7.4%

4.5%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

20.0%

All Questions Science Content Data Analysis

Perc

ent

Inc

reas

e in

Sco

re fr

om P

re t

o Po

stPre-/Post-test Results: Students

Content and Data Analysis

Academic Year

Summer


6.8%

4.7%

6.2%

7.7%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

Claims and Evidence Cross Sections Test

Perc

ent

Inc

reas

e in

Sco

re fr

om P

re t

o Po

stPre-/Post-test Results: Students

Claims/Evidence and Spatial Reasoning

Academic Year

Summer

Cohen, C. A. & Hegarty, M. (2007)


Outline


I. Description of the PD modelsII. Participant ResultsIII. Student ResultsIV. Lessons learned and future work

Lessons Learned -Recruitment


Technology skill

Open minded

Partnership

Grade level

IT and administrator support

Classroom management skill

Lessons Learned –Professional Development Delivery


Goals and expectations

Immersion model

Scaffolding

Balance

Time and practice - homework

Support – discussion boards

Implications for Future PD


Hybrid modelReadinessTiming/availabilityModel shows promise

Work in progress


Follow up observations and data analysis for advanced participants

Advanced Technological Education proposal Statewide K-12 site licenseRecognizing GIS in CTE

Post Script

High School Football Field Before

And After

Acknowledgements

• We are grateful to ESRI for supplying software site licenses and supporting materials to participating school districts.

• The Geology Department and GRAIL Lab at NAU

This project is funded by National Science Foundation Grant DRL-0929846 Innovative Technology Experiences for Students and Teachers.

AndArizona Department of Education Mathematics and Science Achievement Grant MSAG/0412-09 administered by

Science Foundation Arizona


Box 5697Flagstaff, Arizona [email protected]

[email protected]

[email protected]

[email protected]

using arcgis and project based learning in the secondary ...€¦ · using arcgis and project based...

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