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

Abstract

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.

Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis

“…The instructor guides the students by explaining the different tools available and their application to specific cases, which must then be resolved by the students. Teaching GISs is complex; instructors and students often struggle with technical obstacles, file management, and complex software operations [16]. This can lead to what [17] calls "buttonology", i.e., students focusing on learning how to point and click with the mouse to complete certain functions rather than engaging in the intended reasoning.…”

Migrationsbiografiers didaktiska potential

“…Elevers utvecklande av samband är ett tema i tidigare forskning om undervisning om migration (Duraisingh et al, 2018;Ernst-Slavit & Morrison, 2018;Radinsky et al, 2014). Sambanden som skrivs fram befinner sig på olika nivåer.…”

“…Genom ett delvis annat upplägg var elevers utvecklande av samband mellan elevperspektiv och omvärld centralt för Randinsky et al (2014). I designbaserad forskning om undervisning i social studies användes databaserade webbkartor för att undersöka hur elever i USA resonerade om migrationsmönster med exempel från afroamerikansk och latinamerikansk migration (Radinsky et al, 2014). Av stor vikt för denna artikel är resultaten som visar hur eleverna med hjälp av GIS-kartorna 4 lärde sig se samband och göra inferenser mellan sin förförståelse och data från kartorna.…”

Youth Data Wrangling and Modeling Family Migration

“…Furthermore, our study builds on a collection of data science education studies that have found that interactive, multivariable data visualization tools support learning across STEM and social studies disciplines (e.g., Philip et al, 2016;Polman & Hope, 2014;Radinsky et al, 2014;Rubel et al, 2017) and understandings of statistical concepts (Harrison et al, 2014). These studies also call for more opportunities for youth to develop critical data literacy by using visualization tools to ask/answer questions and make inferences about data in personally and culturally meaningful ways (Borner et al, 2017) Finally, we chose the family migration context because the sharing of family histories benefits youth (Fivush et al, 2011), and migration continues to be a pressing issue globally, nationally, and in our communities.…”