Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content-based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three-way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.

No abstract

Learning with Geographic Information Systems (GIS) rather than about GIS has great potential for improving students' skills in problem solving, analysis, and spatial visualization. However, little is known about how well GIS-based learning lives up to this potential. Using classroom observations, student interviews and surveys, preand posttests of knowledge, and measures of spatial skills, we have begun to quantify student learning that occurred with a GIS-based module on plate tectonics and geologic hazards. We also investigated factors in the design and implementation of the materials that impacted student learning. Classroom observations were key to improving the materials so that students in an introductory geoscience course can successfully complete the activities with minimal instruction in GIS. Through field-testing, we improved the materials design to address student difficulties with learning to use a GIS, identifying basic geographic locations and features, and interpreting topography and other two-or three-dimensional representations. In a quantitative measure of knowledge, using pretests and posttests, mean scores improved 17% (p<.001). We also found positive correlations between students' spatial ability and performance on both the posttest and a regular course exam that covered the material in the GIS activity. We are continuing this investigation in Fall 2001 to measure changes in spatial ability due to use of GIS-based materials.

No abstract

Technology applications aligned with science, technology, engineering, and math (STEM) workplace practices can engage students in real-world pursuits but also present dramatic challenges for classroom implementation. We examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom. Because existing measures primarily use only presence or type of technology as proxies for implementation quality, we developed an expanded framework that incorporated (a) the type of technology used; (b) the degree of alignment to STEM practices; (c) the use of student-centered pedagogical practices; and (d) the degree of relevance to real-world contexts. While our framework successfully described the variation in technology implementation in our study group, we found no statistically significant difference between teachers with and without extensive training on STEM workplace technologies. Our results provide evidence that the framework captures quality of technology use and point to the need for additional research on effective teacher education around technology applications. (Keywords: teacher professional development, STEM workplace technology, measuring quality of technology implementation, technology in classrooms) T echnology use in the classroom has great potential to transform student learning. This is particularly true for science, technology, engineering, and mathematics (STEM) workplace applications of technology, such as robotics, computer modeling and simulations, digital animation, multimedia production, biotechnology, and geospatial technologies. These applications offer opportunities to align classroom activities with real-world STEM practices, while engaging students in authentic investigations and design-based pursuits and promoting student-centered learning and interest in STEM careers (Brophy, Klein,