Introduction: The application of Google Geo Tools to geoscience education and research

Bailey, John E.; Whitmeyer, Steven J.; Paor, Declan G. De

doi:10.1130/2012.2492(00)

Cited by 22 publications

(12 citation statements)

References 37 publications

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“…The qualitative data made attempts to elaborate on how the use of Google Earth better engaged students in learning spatial reasoning skills. It is probable that the strong scaling ability in Google Earth offers students more opportunities to drill down into geospatial data from local to global scales (Balley et al , ) and visualize changes of the desired areas in a broader context (Rhys, ). Therefore, students could think about how these changes are interrelated with geographic factors at various scales (Ratinen & Keinonen, ), generate new insights about the changing geographic phenomenon (Kulo & Bodzin, ) and grasp the significance of changes in areas (Bodzin & Cirucci, ).…”

Section: Discussionmentioning

confidence: 99%

“…In particular, advantages of Google Earth over traditional teaching means have been identified based on existing literature regarding the development of students' spatial skills related to ‘change’ (Bodzin & Cirucci, ; Bodzin & Fu, ). Balley, Whitmeyer, and De Paor () suggested that utilizing the digital globe allows students to observe the surface processes and their geological structure at various scales. Similarly, Wilson et al () reported the case where students use the digital globe to obtain clearer and more concrete views of the changing geographic features.…”

Section: Introductionmentioning

confidence: 99%

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Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Xiang

Liu

2016

Computer Assisted Learning

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Understanding geographic changes has become an indispensable element in geography education. Describing and analyzing changes in space require spatial thinking skills emphasized in geography curriculum but often pose challenges for secondary school students. This schoolbased research targets a specific strand of spatial thinking skills and investigates whether students using geospatial technology, such as Google Earth, are able to develop their thinking about spatio-temporal changes. An experiment was conducted in a Singaporean secondary school in which skill development was framed within the formal geography curriculum. It compared the effectiveness of two pedagogical approaches: learning with Google Earth versus traditional instruction without the use of such a technology. Findings indicate that the use of Google Earth significantly increased students' ability to identify spatial and temporal changes and analyse these changes. Qualitative data complemented the results by showing that Google Earth could offer students more opportunities to observe and infer changes, thus facilitating their understanding about the dynamic and the complex nature of changes. Describing changesIdentifying change z = À0.205, p = 0.838 z = À3.091, p** = 0.002 Describing changes in property z = À1.076, p = 0.282 z = À2.422, p* = 0.015 Representing changes z = À0.408, p = 0.683 z = À1.413, p = 0.158 Analyzing changesAnalyzing changes in relations z = À2.109, p* = 0.035 z = À1.672, p = 0.095 Reasoning about dynamics z = À 0.053, p = 0.957 z = À1.432, p = 0.152 Associating with changes z = À0.045, p = 0.964 z = À2.617, p** = 0.009

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Xiang

Liu

2016

Computer Assisted Learning

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“…The aerial photos give an overview of the research area, while Google Earth gives more flexibility in viewing at different scales and angles. Google Earth is considered engaging tool valuable for geoscience education in general (Bailey, Whitmeyer, & De Paor, 2012), and can bridge between the broader content of classroom lectures and the students' research areas (Monet & Greene, 2012). Students made a fieldwork plan consisting of interesting locations together with their expectation of what to find there in the field.…”

Section: New Gis Methods In Fieldwork Preparationmentioning

confidence: 99%

“…The tutorials for preparing a fieldwork are based on the use of Google Earth and QGIS. Google Earth can be used in a wide range of topics (Bailey et al, 2012). In addition to global imagery and elevation data, many areas contain historic and ground-based (street-view) imagery.…”

Section: Additional Opportunities and Recommendationsmentioning

confidence: 99%

Using GIS in an Earth Sciences field course for quantitative exploration, data management and digital mapping

Marra

Grint

Alberti

et al. 2017

Journal of Geography in Higher Education

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Field courses are essential for subjects like Earth Sciences, Geography and Ecology. In these topics, GIS is used to manage and analyse spatial data, and offers quantitative methods that are beneficial for fieldwork. This paper presents changes made to a first-year Earth Sciences field course in the French Alps, where new GIS methods were introduced. Students use GIS in preparation to explore their research area using an elevation model and satellite images, formulate hypotheses and plan the fieldwork. During the fieldwork, a pilot group managed their fieldobservations using GIS and made digital maps. Students praise the use of quantitative digital maps in the preparation. Students made use of the available techniques during the fieldwork, although this could be further intensified. Some students were extra motivated due to the technical nature as well as the additional analytical possibilities. The use of GIS was experienced as a steep learning curve by students, and not all staff members are confident in supervising students using GIS, which calls for a sufficient preparation and training of both students and staff. The use of GIS adds abstract analyses and quantitative assessment, which is a complementary learning style to fieldwork that mostly focuses on practical skills.

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“…Other logistical barriers-such as poor weather conditions, access to food, transportation issues, and directions to the site-also become nonissues with the VFE. Finally, the versatility of the models helps students develop a better idea of scale (Bailey, Whitmeyer, & DePoar, 2012), as well as giving them opportunities to develop understanding of the physical processes occurring within the context of the VFE (Li & Liu, 2003).…”

Section: What the Vfes Affordmentioning

confidence: 99%

Virtual field experiences in introductory geology: Addressing a capacity problem, but finding a pedagogical one

Dolphin

Dutchak

Karchewski

et al. 2019

Journal of Geoscience Education

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Recent literature has demonstrated the importance of fieldwork in geology. However, as resources become scarce, field experiences are often targeted for cuts. This was the case at the University of Calgary when massive enrollments placed a tremendous burden on resources. In courses throughout, field trips and other excursions were eliminated, making it so students do not have any field experiences until their third year. In response, we have developed three virtual field experiences (VFEs) of geologically relevant locations near Calgary. A burgeoning technology, VFEs offer advantages of convenience and versatility when compared to actual field trips. Our VFEs comprise drone-captured images used to form high-resolution 2-D photomosaics and 3-D computer models. We piloted one VFE in an introductory geology course. We wanted to understand how students engaged with the models so that we could make the VFE as effective as possible. Observing student engagement over two iterations allowed us to make changes to the activity. We found that students had difficulties with the VFE's open endedness. They also demonstrated difficulty with the relationship between observations and inferences. This is indicative of a broader issue with how geology (or science in general) is taught. Traditional instruction in geology places great emphasis on the "what" of geology as opposed to the "how." We contend that teaching geology with more emphasis on how geology works will help students develop a better understanding of the relationship between inference and observation, enhancing their fieldwork and their understanding of science.

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Introduction: The application of Google Geo Tools to geoscience education and research

Cited by 22 publications

References 37 publications

Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Using GIS in an Earth Sciences field course for quantitative exploration, data management and digital mapping

Virtual field experiences in introductory geology: Addressing a capacity problem, but finding a pedagogical one

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