The Effectiveness of the Geospatial Curriculum Approach on Urban Middle-Level Students’ Climate Change Understandings

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

“…Geospatial technologies enable a large quantity of geographic data to be displayed, manipulated, analysed and synthesized in novel ways (Bodzin, ; National Research Council, ). They can provide students with the opportunity to visualize and understand geographic changes, thus developing their conceptual spatial–temporal skills (Bodzin and Fu, ; Schultz et al , ). Google Earth is one of such technologies that is adopted by geography teachers in classroom given its ease of implementation, strong visualization ability and entertainment components (Patterson, ).…”

“…Based on modern learning theories, working with computers provides students the opportunity to learn mind‐skills and facilitate learning processes in a way that other tools may not be able to achieve (Jonassen, Howland, Marra, & Crismond, ). 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.…”

“…Besides, using functionalities inherent to Google Earth such as animated maps, placemarks and old photos can take students back in time and provide an overview of how places and features have changed (Lerman & Hicks, ; Patterson, ). In addition, students can explore different sets of data layers added to Google Earth to identify the associations in them and investigate the effects of changes (Bodzin & Fu, ). Nevertheless, it is yet to understand what types of spatial changes students can describe and analyse through engaging with Google Earth and how this type of technology may facilitate the learning process of spatial thinking.…”

Sistemas de Classificação Intuitiva como Possibilidade para o Ensino de Diversidade Animal no Contexto da Educação do Campo

“…Examinando rapidamente a ocorrência de artigos, é possível perceber que a educação tradicional das periferias urbanas é recorrente entre os pesquisadores. Soares et al, 2001;Bodzin, & Fu, 2013, Bodzin et al, 2014Chen et al, 2014;Duran et al, 2014;Price, Lee, & Malatesta, 2014;Wallace et al, 2014;Varelas et al, 2014;Berland, & Wilensky, 2015;Harris et al, 2015;Wenner, & Settlage, 2015;Beckett et al, 2016;Bressler, 2016;Whitesell, 2016;Wyner, & Doherty, 2017;Paprzycki et al, 2017 metodologia eficiente Dika, & Amico, 2016;Ramnarain, 2016 avaliação Paleari, & Biz, 2010;de Carvalho, 2016;Lowan-Trudeau, 2016multiculturalismo Parker, 2014Kwah et al, 2014gênero González-Howard, & McNeill, 2016Swanson et al, 2014;Ganhor, 2019linguagem Mclaughlin, 2014Kane, 2016;Archer et al, 2016;Chapman, & Feldman, 2016;Deneroff, 2016;Guerra, & Rezende, 2016;Walls, 2016 identidade científica Aschbacher, Ing, & Tsai, 2014;Eisenhart et al, 2015;Zhang et al, 2016;Carpi et al, 2016;Connors-Kell...…”

“…Após estas considerações, poucos artigos se referem a contextos em que a maioria da população escolar é branca (Bodzin, & Fu, 2013;Bodzin, Fu, Kulo, & Peffer, 2014;Mulvey, Chiu, Ghosh, & Bell, 2016). Invariavelmente, os artigos selecionados apresentam a escola periférica como: pobre (Parker, 2014;Dika, & Amico, 2016;Kane, 2016;Bressler, 2016;Paprzycki, Tuttle, Czerniak, Molitor, Kadervaek, & Mendenhall, 2017;Ramnarain, 2016;Wyner, & Doherty, 2017), de maioria negra (Brkich, 2014;Wallace, Perry, Ferguson, & Jackson, 2014;Berland, & Wilensky, 2015;Harris, Penuel, Angelo, Debarger, Gallagher, Kennedy, & Krajcik, 2015;Kane, 2016;Deneroff, 2016;Chapman, & Feldman, 2016;Ramnarain, 2016;Ball, 2017), latina (Shady, 2014;Aschbacher, Ing, & Tsai, 2014;Swanson, Bianchini, & Lee, 2014;Varelas et al, 2014;Carpi, Ronan, Falconer, & Lents, 2016;González-Howard & McNeill, 2016;Whitesell, 2016;Morales-Doyle, 2017;Wyner & Doherty, 2017) e de desempenho escolar baixo (Archer, Dawson, Seakins, & Wong, 2016).…”