2017 Conference Archive (Archived)
Using GIS to Teach Climate Change in the Science and Agricultural Education Classroom
Session Format
Conference Session (20 minutes)
Copyright
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Location
Room 218/220
Abstract for the conference program
This study used a mixed methods research design to explore the use of GIS to teach climate change. The work consisted of two parts: 1) teacher training, and 2) classroom implementation. Student-, teacher-, and classroom-centered data were collected to address student outcomes, teacher perceptions of GIS use in teaching climate change, and both students’ and teachers’ perceptions of challenges and successes of using GIS in the classroom. Students showed an overall positive growth in knowledge. Teachers shared a positive perception, going so far as to report that they will all continue to teach climate change and use GIS in their classrooms. Successes and challenges were observed in classrooms, recognizing the benefits of student engagement and learning, as well as the challenges of using technology and supporting student needs. This exploratory research supports the premise that using a GIS to teach climate change is practical, reproducible, and effective.
Proposal Track
Research Project
Start Date
3-3-2017 10:45 AM
End Date
3-3-2017 11:15 AM
Recommended Citation
Millsaps, Lisa Tabor, "Using GIS to Teach Climate Change in the Science and Agricultural Education Classroom" (2017). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 15.
https://digitalcommons.georgiasouthern.edu/stem/2017/2017/15
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Using GIS to Teach Climate Change in the Science and Agricultural Education Classroom
Room 218/220
This study used a mixed methods research design to explore the use of GIS to teach climate change. The work consisted of two parts: 1) teacher training, and 2) classroom implementation. Student-, teacher-, and classroom-centered data were collected to address student outcomes, teacher perceptions of GIS use in teaching climate change, and both students’ and teachers’ perceptions of challenges and successes of using GIS in the classroom. Students showed an overall positive growth in knowledge. Teachers shared a positive perception, going so far as to report that they will all continue to teach climate change and use GIS in their classrooms. Successes and challenges were observed in classrooms, recognizing the benefits of student engagement and learning, as well as the challenges of using technology and supporting student needs. This exploratory research supports the premise that using a GIS to teach climate change is practical, reproducible, and effective.
