The emerging field of using geospatial technology to teach science and environmental education presents an excellent opportunity to discover the ways in which educators use research-grounded pedagogical commitments in combination with their practical experiences to design and implement effective teacher professional development projects. Often missing from the literature are in-depth, explicit discussions of why and how educators choose to provide certain experiences and resources for the teachers with whom they work, and the resulting outcomes. The first half of this book will enable science and environmental educators to share the nature and structure of large scale professional development projects while discussing the theoretical commitments that undergird their work. Many chapters will include temporal aspects that present the ways in which projects change over time in response to evaluative research and practical experience. In the second half of the book, faculty and others whose focus is on national and international scales will share the ways in which they are working to meet the growing needs of teachers across the globe to incorporate geospatial technology into their science teaching. These efforts reflect the ongoing conversations in science education, geography, and the geospatial industry in ways that embody the opportunities and challenges inherent to this field. This edited book will serve to define the field of teacher professional development for teaching science using geospatial technology. As such, it will identify short term and long term objectives for science, environmental, and geography educators involved in these efforts. As a result, this book will provide a framework for future projects and research in this exciting and growing field.
Auflage
Softcover reprint of the original 1st ed. 2014
Sprache
Verlagsort
Zielgruppe
Illustrationen
46
46 s/w Abbildungen
XI, 353 p. 46 illus.
Maße
Höhe: 235 mm
Breite: 155 mm
Dicke: 20 mm
Gewicht
ISBN-13
978-94-017-7739-1 (9789401777391)
DOI
10.1007/978-90-481-3931-6
Schweitzer Klassifikation
Introduction.- Participatory Professional Development: Geospatially Enhanced Urban Ecological Field Studies.- Field-based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies.- The GIT Ahead Project: Meeting Teachers Where They Are and Helping Them Achieve Their Geospatial Goals.- Spatial Sci: Forwarding Geospatial Technology Innovations In the Classroom.- Eyes in the Sky: Facilitating Classroom Research Using Geospatial Technology.- Coastlines: Commitment, Comfort, Competence, Empowerment, and Relevance in Professional Development.- The Inquiring with GIS (iGIS) Project: Helping Teachers Create and Lead Local GIS-Based Investigations.-
Communities for Rural Education, Stewardship and Technology Program (CREST): A Rural Model of Teacher Professional Development.- Curriculum Aligned Professional Development for Geospatial Education.- Impact of Science Teacher Professional Development through Geospatial Technologies: A 5-Step Program of Support.- The Data Sets and Inquiry in Geoscience Education Project: A Model Curricula for Teacher Capacity Building in Scientific Inquiry Tasks With Geospatial Data.- Designing Google Earth Activities for Learning Earth and Environmental Science.-
Designing Geospatial Exploration Activities to Build Environmental Awareness in Middle School Students.- The Lonely Trailblazers: Examining the Early Implementation of Geospatial Technologies in Science Classrooms.- Understanding the Use of Geospatial Technologies to Teach Science: TPACK as a Lens for Effective Teaching.- Moving Out of Flatland: Toward Effective Practice in Geospatial Inquiry.- What Happens After Professional Development: Case Studies on Implementing GIS in the Classroom.- The Nature and Design of Professional Development for Using Geospatial Technologies to Teach Science.- The Nature of Teacher Knowledge Necessary for the Effective Use of Geospatial Technologies to Teach Science.
