Internet-Based GIS Mapping in Support of K-12 Education

Baker, Thomas R.

doi:10.1111/j.0033-0124.2005.00458.x

Cited by 89 publications

(10 citation statements)

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“…The research potential of GIS tools has received a great amount of attention in recent years (e.g., National Research Council, 2006;Hammond & Bodzin, 2009;Kerski, 2008;Sui, 1995). Simple GIS have proliferated online (Baker, 2005;DuVander, 2010), while more advanced GIS have increasingly been adopted as research tools within many disciplines, including history, sociology, economics, and urban planning (National Research Council, 2006;Goodchild, Anselin, Appelbaum, & Harthorn, 2000). In light of this "spatial turn" in so many fields (Finnegan, 2008;Radinsky, 2008a), many have surmised that GIS tools should also have great potential for teaching and learning (National Research Council, 2006).…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

“…However, the use of GIS in classroom instruction remains rare (National Research Council, 2006;Hammond and Bodzin, 2009;Kerski, 2003), and where schools have adopted it, its use is "sporadic and unsystematic" [7, p. 200]. This can be attributed in part to the lack of support systems for teachers, and a need for curriculum, assessments, and professional development (National Research Council, 2006;Baker, 2005;Marsh, Golledge, & Battersby, 2008). Teaching with GIS can be a potentially overwhelming undertaking; teachers and students often struggle with technical obstacles, file management, and complex software operationswhat Marsh et al (2008) call "buttonology" (p. 697)rather than engaging in the intended disciplinary reasoning.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

“…Instead they are intended as accessible, easy-to-use browsers for querying and examining historical census data (Radinsky, 2008a). While some software learning environments are designed to teach specific skills, concepts, or information, webmaps are general-use data access and visualization tools that can be incorporated into instruction in a wide variety of ways (Baker, 2005). The present analysis focuses on three learning objectives: (1) learning to make clear and accurate observations from data, (2) learning to draw relevant and generative inferences from data, and (3) learning to identify and explain limitations of data for an inquiry.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teaching American migrations with GIS census webmaps: A modified “backwards design” approach in middle-school and college classrooms

Radinsky

Hospelhorn

Meléndez

et al. 2014

The Journal of Social Studies Research

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Learning to use new technologies often involves significant challenges for teachers and learners. This study follows Tally's (( 2007 ). Digital technology and the end of social studies education. Theory & Research in Social Education, 35(2), 305–321) challenge to put the “why” of social studies education first, and then “tinker” with technologies to discover how they can address learning goals. Using a modified “backward design” approach ( Wiggins & McTighe (2005) . Understanding by design. ASCD), a design team of middle school teachers, researchers, and disciplinary experts designed, enacted, and studied historical inquiry projects in middle school and college classrooms. Students used online, interactive, historical census data GIS “webmaps” ( Baker (2005) . Internet-Based GIS Mapping in Support of K-12 Education. The Professional Geographer, 57(1), 44–50) to investigate African American and Latino migrations. The study presents findings detailing three emergent learning objectives, highlighting how students’ presentations with GIS maps evidenced three modes of reasoning with webmaps: (1) making observations with data; (2) drawing inferences from data; and (3) explaining the limitations of data for inquiry.

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Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching American migrations with GIS census webmaps: A modified “backwards design” approach in middle-school and college classrooms

Radinsky

Hospelhorn

Meléndez

et al. 2014

The Journal of Social Studies Research

View full text Add to dashboard Cite

show abstract

“…Míg a geoinformatikát a magánszektorban már az 1960-as években használták (főleg Kanadában és az Egyesült Államokban), addig az oktatásban sokkal később, csak az 1990-es években terjedt el. Először az egyetemeken tanították és használták fel különböző természettudományos témában(Baker, T. R., 2010). Az Egyesült Királyságbeli Kingston University London különleges helyet foglalt el a földrajzi információs rendszerek oktatási programjainak történetében.…”

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“…1989-ben ez az egyetem volt az első olyan felsőoktatási intézmény a világon, amelyik hároméves geoinformatikai szakot indított. A geoinformatika közoktatásban való első alkalmazása viszont 1992-re tehető és Robert Tinker nevéhez fűződik(Baker, T. R., 2010). Munkája számos tantervben tükrözte az adatok digitális térképekkel történő ábrázolásának lehetőségét.…”

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