GIS in Schools

Gail S. Ludwig, Richard H. Audet

109 pages, parution le 01/12/2000

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Résumé

In northern Minnesota, students use Global Positioning System (GPS) satellites to track wolves, and a geographic information system--GIS--to analyze the animals' journeys across the winter landscape. On the east coast, in Chelsea, Massachusetts, high-school students stage a simulated spill of toxic chemicals, and manage the mock evacuation with the help of GIS. Halfway across the country in Missouri, two fifth graders analyze water quality in a neighborhood creek and with a GIS determine where and how the water is being polluted. In North Carolina, the supposedly dull subject of history shocks students when a GIS-based project brings 1949 fire insurance maps--graphic evidence of segregation--into their field of view for the first time.

These are just a few examples of the ways classrooms--and learning--are being transformed in elementary, middle, and high schools across North America. GIS in Schools documents these changes with case studies that show what can happen when students are given real-life problems to solve, and the technology of GIS to help solve them: new enthusiasm for learning, new dialogues between teachers and students, and new levels of interaction among schools and communities.

In addition, GIS in Schools offers teachers some practical ideas about how to implement GIS inside the classroom, as well as some theory behind the success stories. Administrators of larger urban school districts contending with growth, expanding districts, annexations, and diverse student populations will learn how the fifth largest city in North America--Toronto--found a way to get GIS into the hands of every student in its public schools.

Once the process has begun, it is hard to stop: GIS jump-starts the natural energy and desire of young people to learn, making the classroom--whether it stays indoors or ranges through neighborhoods, cities, and wilderness areas--a high-powered vehicle for exploration, study, and growth.

Contents

Welcome to Mt. Hope High
A what-if, could-be introduction to the impact GIS can have on learning.
What is a GIS?
The fundamentals of GIS use in classrooms.
HAZMAT
Simulating a toxic spill in Chelsea, Massachusetts.
Eyes on wildlife
Using GIS and GPS to track wolves in northern Minnesota.
Jump-starting GIS: Youth and teachers as colearners
The science of "snagology" and role reversal in the San Bernardino Mountains.
Nonpoint source pollution: An assessment of impervious land cover
Analyzing the causes of a decline in water quality.
Historical documentation of a culture
Restoring and preserving a disappearing past in North Carolina.
Investigating an urban watershed: How healthy is Deer Creek?
Tracking pollution to its source.
GIS in nontraditional settings
Exploring different modes and methods of learning--outside classrooms.
Getting GIS into the hands of kids: Overcoming obstacles
Technology, standards, and the ways people learn.
Toronto: Geomatics and three hundred thousand students
Licensing all the public schools in the fifth largest city in North America.
Connecting GIS and Problem Based Learning
A discussion of the way a strategy and a tool are coming together.
Student inquiry, GIS, and educational reform
A practical reaction to important changes in school.

L'auteur - Gail S. Ludwig

Dr. Gail S. Ludwig is the coauthor of Directions of Geography: A Guide for Teachers and People in Time and Place. She lives in Columbia, Missouri.

L'auteur - Richard H. Audet

Dr. Richard H. Audet writes about the challenges and benefits of formally introducing GIS into K-12 education. He lives in Bristol, Rhode Island.

Caractéristiques techniques

	PAPIER
Éditeur(s)	ESRI Press
Auteur(s)	Gail S. Ludwig, Richard H. Audet
Parution	01/12/2000
Nb. de pages	109
Format	23 x 19
Couverture	Broché
Poids	382g
Intérieur	Quadri
EAN13	9781879102859