Teaching Hazards Geography and Geographic Information Systems: A Middle School Level Experience

Mitchell, Jerry T.; Borden, Kevin A.; Schmidtlein, Mathew C.

doi:10.1080/10382040802148679

Cited by 25 publications

(6 citation statements)

References 24 publications

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“…Battersby et al (2011) also contributed to the notion that educational materials designed to improve public awareness are needed so that the public make more intelligent decisions about preparation, survival and recovery. Mitchell, Borden, and Schmidtlein (2008) and Mitchell (2009) reminded us, that in terms of hazards, "student's understanding would be best fostered by using an approach equally [considering] natural and human processes" (Mitchell et al, 2008, p. 183-184), and that "why we should teach about them is … fairly straightforward. How we should teach about hazards is an altogether different question … It should be clear, however, that questions other than "why" and "how" require answers too" (Mitchell, 2009, p. 144).…”

Section: Editorialmentioning

confidence: 99%

What does “crisis” education look like?

Kidman

Chang²

2020

International Research in Geographical and Environmental Educat

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Section: Editorialmentioning

confidence: 99%

What does “crisis” education look like?

Kidman

Chang²

2020

International Research in Geographical and Environmental Educat

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“…As noted by Dunn et al (2016), hazards education and communication is necessary to address the gap between actual and perceived risk. With fewer practitioners able to devote resources towards education, and funding for K-12 education on equally shaky ground, the question of how we educate society about the hazards all around us persists (Mitchell 2009;Mitchell, Borden, and Schmidtlein 2008). For emergency managers, who may or may not be aware of the misinformation that is increasingly propagated in film, a lack of awareness could lead to unintended consequences for preparedness and response activities.…”

Section: Discussionmentioning

confidence: 99%

Science or Fiction: The Persistence of Disaster Myths in Hollywood Films

Haney

Havice

Mitchell

2019

International Journal of Mass Emergencies & Disasters

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Hollywood continues to be both profitable and successful in attracting audiences to witness displays of death and destruction on the silver screen. Tornadoes, earthquakes, tsunami hazards, and climate change are among the most recent hazards portrayed in disaster films. The purpose of our research was to systematically collect and analyze physical, social, and temporal data from twelve disaster films to build upon past studies examining the portrayal of disaster. Our findings indicate a clear shift from those identified in earlier studies, with disaster myths (e.g. the importance of death tolls; technology as the only solution) appearing more than previously. Further, current trends in the disaster film genre indicate a shift toward unpredictable, widespread events and a defenseless humanity.

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“…Several examples illustrate this last point. In the United States, Mitchell et al (2008) worked with middle school students to map hurricane storm surge and a chemical spill in relation to vulnerable populations such as children and the elderly; young people in 4-H clubs created trail maps and plotted locations for industrial development (Baumann 2011); and The Geospatial Semester offered secondary students the opportunity to learn about geospatial technologies and increase their spatial vocabularies by working on local problems such as siting a solar farm (Kolvoord et al 2019). Elsewhere, students have used the technology to design a high-speed railway loop (France), map invasive flora (Canada), and identify locations for street lights to enhance public safety (Japan) (Kerski et al 2013).…”

Section: Digital Earth For K-12mentioning

confidence: 99%

Digital Earth Education

Wang

Kantor

Mitchell

et al. 2019

Manual of Digital Earth

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Digital Earth (DE) education provides students with geospatial knowledge and skills to locate, measure, and solve geographic problems on Earth's surface. The rapid development of geospatial technology has promoted a new vision of DE to embrace data infrastructure, social networks, citizen science, and human processes on Earth. The high demand for a geospatial workforce also calls for an ever-changing, diverse form of learning experiences. Limited efforts, however, have been made regarding DE education to adapt to this changing landscape, with most interventions falling short of expectations. This chapter gives an overview of current teaching and learning structures with DE technologies. Successes and obstacles for K-12 education are explored first, followed by classroom technologies and experiential learning and outreach exercises such as academic certificates and internships in higher education. Taking the geospatial intelligence model from the U.S. Geospatial Intelligence Foundation (USGIF) as an example, recent advancements in DE education for professional careers are described via its geospatial competencies, hierarchical frameworks, and credentials. In alignment with the principles of DE development, future DE education calls for an integrated learning framework of open data, real-world context, and virtual reality for better preparedness of our students in the geospatial world.

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Teaching Hazards Geography and Geographic Information Systems: A Middle School Level Experience

Cited by 25 publications

References 24 publications

What does “crisis” education look like?

What does “crisis” education look like?

Science or Fiction: The Persistence of Disaster Myths in Hollywood Films

Digital Earth Education

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