Using Technology and Inquiry to Improve Student Understanding of Watershed Concepts

Smith, Julie M.; Edwards, Patrick Michael; Raschke, Jason

doi:10.1080/00221340608978694

Cited by 17 publications

(16 citation statements)

References 12 publications

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“…Smith, Edwards, & Raschke, 2006). The use of visualization technologies coupled with the study of urban ecological concepts affords students with an interdisciplinary approach to science that combines the power of science, as a way of knowing, with the direct impact of active learning, and being of service within the local community .…”

Section: Visualization Technologies and Environmental Educationmentioning

confidence: 99%

Urban environmental education: leveraging technology and ecology to engage students in studying the environment

Barnett

Vaughn

Strauss

et al. 2011

International Research in Geographical and Environmental Educat

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In this paper, we describe the outcomes of the first year of an intensive, urban ecology focused, summer program for urban high school youth. Students in our program conduct scientific investigations of their urban ecosystems while exploring potential career options in science and technology fields. In conducting their investigations, the students used geographic information systems (GIS) coupled with computer modeling tools and visualization software to explore the ecological services provided by their urban forest canopy and the impact of urban noise upon birdsong. The goal of the program was to improve students' self-efficacy toward science and their sense of environmental stewardship. To that end, we conducted pre-post surveys of students on their beliefs regarding their (1) science self-efficacy, (2) science interest, (3) environmental stewardship and (4) career knowledge and career awareness. In this paper, we focus our discussion on the first three outcomes and found that participation in our program significantly improved students' science self-efficacy and environmental stewardship. We found that by engaging students in locally, focused, in-depth and targeted environmental science investigations, students could develop the confidence to investigate and solve local problems that increased their confidence in their ability to do and study science.

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Section: Visualization Technologies and Environmental Educationmentioning

confidence: 99%

Urban environmental education: leveraging technology and ecology to engage students in studying the environment

Barnett

Vaughn

Strauss

et al. 2011

International Research in Geographical and Environmental Educat

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“…Although the demand for research that illuminates the potential for undergraduate courses that do so is high, few studies have explored the development of SSR in the context of SHI. In doing so, this study builds upon and contributes to prior research on teaching and learning about natural and managed water systems, particularly in undergraduate STEM [11][12][13]19,20,52,53] and non-STEM [54,55] contexts, where new courses that employ innovative, effective approaches to exploring challenges regarding water resource use and management are emerging (e.g., [2,12,13,19,48,[56][57][58][59]. Additionally, the findings herein contribute to the broader literature base focused on SSI teaching and learning, where SSI have served as viable contexts for the development of science content knowledge and practice skills (e.g., [31,32], as well as habits of mind and reasoning skills, such as perspective taking and exhibiting skepticism when confronted with various media [39], that are not scientific in nature, but equally important to the development of informed resolutions [17,48,[60][61][62][63].…”

Section: Discussionmentioning

confidence: 91%

Cultivating Water Literacy in STEM Education: Undergraduates’ Socio-Scientific Reasoning about Socio-Hydrologic Issues

Owens

Petitt

Lally

et al. 2020

Water

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Water-literate individuals effectively reason about the hydrologic concepts that underlie socio-hydrological issues (SHI), but functional water literacy also requires concomitant reasoning about the societal, non-hydrological aspects of SHI. Therefore, this study explored the potential for the socio-scientific reasoning construct (SSR), which includes consideration of the complexity of issues, the perspectives of stakeholders involved, the need for ongoing inquiry, skepticism about information sources, and the affordances of science toward the resolution of the issue, to aid undergraduates in acquiring such reasoning skills. In this fixed, embedded mixed methods study (N = 91), we found SHI to hold great potential as meaningful contexts for the development of water literacy, and that SSR is a viable and useful construct for better understanding undergraduates’ reasoning about the hydrological and non-hydrological aspects of SHI. The breadth of reasoning sources to which participants referred and the depth of the SSR they exhibited in justifying those sources varied within and between the dimensions of SSR. A number of participants’ SSR was highly limited. Implications for operationalizing, measuring, and describing undergraduate students’ SSR, as well as for supporting its development for use in research and the classroom, are discussed.

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“…Traditional teaching methods have been supplemented by other approaches, such as inquiry-based learning, which involve complex problems and scenarios with fieldwork and case studies (Marlino, 2001;Lee et al, 2004;Smith et al, 2006;Deignan, 2009). With inquiry-based learning, students hypothesize about results or theories and make predictions on what might happen in varied occasions.…”

Section: Project-based Learning In Gis/remote Sensingmentioning

confidence: 98%

Inquiry-Based Learning in Remote Sensing: A Space Balloon Educational Experiment

Mountrakis

Triantakonstantis

2012

Journal of Geography in Higher Education

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Teaching remote sensing in higher education has been traditionally restricted in lecture and computer-aided laboratory activities. This paper presents and evaluates an engaging inquiry-based educational experiment. The experiment was incorporated in an introductory remote sensing undergraduate course to bridge the gap between theory and application of relevant technology. During this semester-long experiment, titled 'ESF goes to space', students designed, built, launched and successfully acquired imagery from the upper stratospheric parts (approximately 27 000 m). Replication guidelines are presented and a post-evaluation discusses benefits and limitations for students, instructors and university.

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Using Technology and Inquiry to Improve Student Understanding of Watershed Concepts

Cited by 17 publications

References 12 publications

Urban environmental education: leveraging technology and ecology to engage students in studying the environment

Urban environmental education: leveraging technology and ecology to engage students in studying the environment

Cultivating Water Literacy in STEM Education: Undergraduates’ Socio-Scientific Reasoning about Socio-Hydrologic Issues

Inquiry-Based Learning in Remote Sensing: A Space Balloon Educational Experiment

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