A review of earth observation resources for secondary school education – part 1

Filchev, Lachezar; Manakos, Ioannis; Reuter, R.; Mardirossian, Garo; Srebrova, Tsveta; Kraleva, Lubomira; Dimitrov, Dimitar; Marini, Kalliroi; Rienow, Andreas

doi:10.3897/arb.v32.e18

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…Over the last few decades, there have been many efforts by universities, institutions, and space agencies to promote EO in schools and harvest its pedagogical benefits, e.g., [19]. As a result, a variety of relevant learning environments, applications, websites, pedagogical material, and projects have been developed and offered to teachers and students.…”

Section: Introductionmentioning

confidence: 99%

Climate Change Education through Earth Observation: An Approach for EO Newcomers in Schools

Asimakopoulou,

Nastos,

Vassilakis

et al. 2023

Sustainability

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Earth Observation (EO) is widely recognized as a powerful tool for Climate Change and Sustainability Education (CCSE); however, the uptake of EO data in schools is still limited due to technical, motivational, or informational barriers. A major factor for the exploitation of EO in schools is the availability of curriculum-relevant pedagogical content that is attractive and personally meaningful to learners. Here, we examine whether an EO-based learning scenario developed for primary schools and implemented by EO novice teachers and students, based solely on written instructions, can serve as an effective entry point for incorporating EO into schools and addressing CCSE objectives. Our study showed that: (a) cloud-based EO tools are suitable for EO-novice teachers and students, who quickly become familiar with them and grasp basic EO concepts; (b) the combined use of EO-based and place-based learning helps students bridge the local and the global perspective of Climate Change (CC) impacts; (c) EO-based educational material stimulates students’ interest for satellites and EO technology; (d) the phenomenon-based approach grabs students’ attention, provokes their curiosity, and acts as a springboard for scientific inquiry on CC impacts; and (e) our scenario’s learning approaches promoted teachers’ upskilling and intra-school collaboration.

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Section: Introductionmentioning

confidence: 99%

Climate Change Education through Earth Observation: An Approach for EO Newcomers in Schools

Asimakopoulou,

Nastos,

Vassilakis

et al. 2023

Sustainability

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“…RS has been implemented in secondary education in many countries around the world in recent years [1][2][3][4][5][6]. The free and easy availability of RS data has certainly played a role [7,8], as has the need to further a steadily growing field of work and research [9,10].…”

Section: Introductionmentioning

confidence: 99%

Development of an App and Teaching Concept for Implementation of Hyperspectral Remote Sensing Data into School Lessons Using Augmented Reality

et al. 2022

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For the purpose of expanding STEM (science, technology, engineering, mathematics) education with remote sensing (RS) data and methods, an augmented reality (AR) app was developed in combination with a worksheet and lesson plan. Data from the Hyperspectral Imager for the Coastal Ocean (HICO) was searched for topics applicable to STEM curricula, which was found in the example of a harmful algal bloom in Lake Erie, USA, in 2011. Spectral shape algorithms were applied to differentiate between less harmful green and more harmful blue algae in the lake. The data was pre-processed to reduce its size significantly without losing too much information and then integrated into an app that was developed in Unity with the Vuforia extension. It was designed to let students browse and understand the raw data in RGB and a tangible hyperspectral cube, as well as to analyze algae maps derived from it. The app runs on Android smartphones with minimized data usage to make it less dependent on school funding and the socioeconomic background of students. Using educational concepts, such as active and collaborative learning, moderate constructivism, and scientific inquiry, the data was integrated into a lesson about environmental problems that was enhanced by the AR app. The app and worksheet were evaluated in two advanced geography courses (n = 36) and found to be complex, but doable and understandable, for the target group of German high school students in their final two school years. Thus, hyperspectral data can be used for STEM lessons using AR technology on students’ smartphones with several limitations both in the technology used and gainable knowledge.

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“…In countries where efforts started earlier (such as the U.S., Germany, France, UK, China, and Italy) [23][24][25][26][27][28], EO uptake is still considered insufficient, in spite of the number of educational programs, activities, and tools developed for the respective educational systems [23][24][25][26][27][28]. This is mainly attributed to factors, such as (a) the limited supply of information suitable for non-experts; (b) the limited supply of regionally relevant case studies; (c) the emphasis on the remote sensing technology behind EO, which subsequently creates the need for prior teacher and student theoretical training [23][24][25][26][27][28]; (d) the need for specialized software and advanced technical infrastructure in school classrooms; and (e) the increased preparation-time for an EO-based lesson [26,27]. On the positive side, the experiences gained in these countries over the last decade, coupled with continuous and rapid evolution of EO data and services, alleviated quite a few of the previous obstacles and complexities and, thus, created new opportunities for EO utilization in schools.…”

mentioning

confidence: 99%

Earth Observation as a Facilitator of Climate Change Education in Schools: The Teachers’ Perspectives

et al. 2021

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Climate change education (CCE) fosters the skills and behavioral patterns of students in regards to climate-related challenges and risks. Despite its importance, the integration of CCE in schools is challenging due to the interdisciplinary nature of climate science and the obstacles and demands of everyday school reality. Here, we examine the case of satellite Remote Sensing (RS) for Earth Observation (EO) as an innovative tool for facilitating CCE. We focus on Greece, a country that, despite being a hot spot for climate change, shows a low level of CCE integration in schools and awareness for EO-based educational resources. Based on interviews with in-service teachers, our research reveals the following: (a) there is a high interest in how satellites depict environmental phenomena; (b) EO is considered an efficient vehicle for promoting CCE in schools because it illustrates climate change impacts most effectively; (c) local natural disasters, such as intense forest fires and floods, are more familiar to students and, thus, preferable for teaching when compared to global issues, such as the greenhouse effect and sea level rise; and (d) educators are in favor of short, hands-on, EO-based activities (also known as “activity-shots”), as the most useful material format for integrating climate change topics in their everyday teaching practice.

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A review of earth observation resources for secondary school education – part 1

Cited by 5 publications

References 7 publications

Climate Change Education through Earth Observation: An Approach for EO Newcomers in Schools

Climate Change Education through Earth Observation: An Approach for EO Newcomers in Schools

Development of an App and Teaching Concept for Implementation of Hyperspectral Remote Sensing Data into School Lessons Using Augmented Reality

Earth Observation as a Facilitator of Climate Change Education in Schools: The Teachers’ Perspectives

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