An Investigation of the Use of Real-Time, Authentic Geospatial Data in the K–12 Classroom

Doering, Aaron; Veletsianos, George

doi:10.1080/00221340701845219

Cited by 75 publications

(44 citation statements)

References 11 publications

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“…Results from the Adventure Learning approach in general, and the GoNorth! program in particular, have been very positive, with participants reporting being excited, motivated and eager to engage with tasks, collaborate with others, and initiate action in their own community (Doering & Veletsianos, 2007.…”

Section: Adventure Learningmentioning

confidence: 99%

“…To understand "others" it is considered as a necessary first step to gain an awareness of diversity (Buchanan et al, 2008;Kassam, 2008;Merryfield, 2003). Participation in such initiatives entails exposure to multiple points of view (Paulus et al, 2006;UNDV, 2008;Vrasidas et al, 2007), and sharing ideas and initiating dialogue between participants (Buchanan et al, 2008;Doering, 2006Doering, , 2007Doering & Veletsianos, 2008b;Drexler et al, 2008;Ferdig et al, 2007;Meadows & Murphy, 2004;Paulus et al, 2006). Such initiatives often allow forms of perspective taking to take place (Bosworth et al, 1998;Goldsworthy et al, 2007;Oravec, 2004).…”

Section: Antecedents To Peacementioning

confidence: 99%

“…The literature review revealed that peace-seeking initiatives are predominantly based on building collaborative relationships between participants (Correia, 2008;Doering, 2006Doering, , 2007Ferdig et al, 2007;Goldsworthy et al, 2007;Kudryavtsev et al, 2007;Merryfield, 2003;Papastergiou, 2009;Paulus et al, 2006;Roberts et al, 2004;Ryberg & Christiansen, 2008;Vrasidas et al, 2007;Vratulis & Dobson, 2008), often through interventions grounded on the promotion of communication and interaction amongst participants (Drexler et al, 2008;Ferdig et al, 2007;Kudryavtsev et al, 2007;Laterza et al, 2007;UNDV, 2008; Fostering peace via adventure learning 6 Vrasidas et al, 2007;Yablov & Katz, 2001). Building relationships based on collaboration, interaction and communication are therefore perceived to enhance the possibility of achieving peace.…”

Section: Antecedents To Peacementioning

confidence: 99%

“…Collaboration and interaction becomes an important part of peace-guided AL projects because it is in this process that participants will come to face the "other" and re-evaluate their perceptions. For example, Adventure Learning projects have allowed individuals worldwide to discuss deforestation and oil exploration with both environmental experts and Inuit cultures that may be impacted by such practices (Doering & Veletsianos, 2007).…”

Section: Opportunities For Collaboration and Interactionmentioning

confidence: 99%

“…program (Doering & Veletsianos, 2007 focused on the circumpolar Arctic and environmental issues of global concern.…”

Section: Adventure Learningmentioning

confidence: 99%

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Conceptualizing the use of technology to foster peace via Adventure Learning

Veletsianos

Eliadou

2009

The Internet and Higher Education

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In this paper we present and discuss the findings of a systematic literature review on the use of educational technology initiatives to foster peace outcomes, and we relate those findings to Adventure Learning. In the first section of the paper, we suggest that technology-infused peace initiatives rely predominantly on targeting antecedents to peace, such as collaboration, interaction, communication, and understanding of the "other", rather than peace itself, while at the same time employing varied pedagogies and technologies, with limited empirical support for sustainability of claimed positive outcomes beyond the end of an intervention.These findings align with numerous aspects of the Adventure Learning approach to education. In the second section of the paper therefore, we use Adventure Learning as a way to conceptualize the task of using technology to promote peace outcomes and propose important issues that need to be considered when designing peace-seeking Adventure Learning interventions.

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Section: Adventure Learningmentioning

confidence: 99%

Section: Antecedents To Peacementioning

confidence: 99%

Section: Antecedents To Peacementioning

confidence: 99%

Section: Opportunities For Collaboration and Interactionmentioning

confidence: 99%

“…program (Doering & Veletsianos, 2007 focused on the circumpolar Arctic and environmental issues of global concern.…”

Section: Adventure Learningmentioning

confidence: 99%

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Conceptualizing the use of technology to foster peace via Adventure Learning

Veletsianos

Eliadou

2009

The Internet and Higher Education

Self Cite

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Learning by doing: A multi‐level analysis of the impact of citizen science education

Zhang,

Hundley,

Watson

et al. 2023

Science Education

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Science education that fosters scientific competency and engagement prepares students to become informed civic participants in modern society. Teaching strategies that encourage scientific engagement are especially important in rural settings, as these students are less likely to pursue scientific careers or use science in their everyday lives. To this aim, we implemented a citizen science approach in science education, an approach that enables K‐12 grade students to participate in locally relevant and authentic scientific research, in suburban and rural 5th and 9th–12th grade classrooms. While most citizen science education initiatives are led by experienced scientists, we recognized the additional level of learning that may arise from positioning undergraduate students as curricular designers of the citizen science classroom activities and partners for the classroom teachers. This study evaluates perceived changes in science engagement, science identity, and science competency that emerged as a result of participating in this citizen science initiative, both for the 5th and 9th–12th school students and the undergraduate instructors. Classroom teachers reported that students demonstrated an increased level of engagement with and excitement about science. The undergraduate instructors reported a renewed sense of confidence in their science abilities and a deepened sense of place in the science community. Finally, the educators involved in this project, both classroom K‐12 teachers and undergraduate higher education educators, observed the benefits of this model for connecting students at different points in their science learning journeys. In our discussion, we articulate the benefits and challenges of implementing a multilevel approach to citizen science education.

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