Share Paper: Articulating a Novice-Expert Paradigm For GIS Use in Secondary Science and Social Studies Classrooms

  1. Thomas Hammond, Lehigh University, United States
  2. Alec Bodzin, Lehigh University, United States
Tuesday, March 27 12:00-12:30 PM Wright

Abstract: Despite persistent, sustained interest and support for inclusion of geographic information systems (GIS) into classroom instruction, few K-12 teachers have been able to integrate these technologies Part of the problem is the lack of a clear, systematic process for developing teachers’ skills with using GIS and using it in their classrooms One strategy for addressing this problem is developing a novice-expert paradigm for teaching with GIS We are working with 5 high school teachers and 5 university faculty and staff members in a project for developing a sequence of geospatial lessons across 9th grade social studies and science curricula In ...