Pedagogical techniques of Earth remote sensing data application into modern school practice

Abstract

<jats:p>The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.</jats:p>

The application of geographic information systems in schools around the world: a retrospective analysis

“…Nowadays the decisive factors in the development of society are intelligence and information access compared to material and labor resources of the previous epochs. Presently the information of spatiotemporal nature is mainly used for solution of practical tasks [26], [27], [34]. Accordingly, an objective necessity arises to bring in geographic information systems that provide fullfledged and operative analysis of spatiotemporal data [22], [25], [33].…”

Transformation of Geospatial Technology Knowledge in Pre-service and Experienced Geography Teachers as Pedagogical Tools in the Technological-Pedagogical-Content Knowledge Framework

“…According to (Kholoshyn et al, 2019), there are three fundamental reasons for using remote sensing GST as a pedagogical tool, namely 1) remote sensing can present the Earth's surface by reality to increase student motivation in learning geography, 2) in small scales it allows students constructing regional relationship patterns, 3) high temporal resolution capability allows monitoring of environmental changes. Remote sensing and GIS provide valuable spatial frameworks for scientific inquiry and are very effective in integrating earth system science (Bihrer et al, 2019).…”

“…Remote sensing and GIS provide valuable spatial frameworks for scientific inquiry and are very effective in integrating earth system science (Bihrer et al, 2019). Through the power of spatial, temporal, and spectral resolution, sensing data is much more dynamic, so that it can be categorized as a type of modern representation because it measures not only cognitive competence but also students' ability to think sustainably (Kholoshyn et al, 2019;Saputro et al, 2020). The integration of Geographic Information Systems (GIS), Satellite Remote Sensing (RS), and the Global Position System can be very effective tools for many subjects in the field of Geography Studies (Cheung et al, 2011).…”