Teaching Science and Investigating Environmental Issues with Geospatial Technology
(Sprache: Englisch)
The field of professional development for teaching science using geospatial technology is defined in this volume. The text identifies both short and long term objectives for science, environmental, and geography educators, providing a framework for future projects and research in the field.
Leider schon ausverkauft
versandkostenfrei
Buch
Fr. 239.90
inkl. MwSt.
- Kreditkarte, Paypal, Rechnungskauf
- 30 Tage Widerrufsrecht
Produktdetails
Produktinformationen zu „Teaching Science and Investigating Environmental Issues with Geospatial Technology “
The field of professional development for teaching science using geospatial technology is defined in this volume. The text identifies both short and long term objectives for science, environmental, and geography educators, providing a framework for future projects and research in the field.
Klappentext zu „Teaching Science and Investigating Environmental Issues with Geospatial Technology “
The emerging field of using geospatial technology to teach science and environmental education presents an excellent opportunity to discover the ways in which educators use research-grounded pedagogical commitments in combination with their practical experiences to design and implement effective teacher professional development projects. Often missing from the literature are in-depth, explicit discussions of why and how educators choose to provide certain experiences and resources for the teachers with whom they work, and the resulting outcomes.The first half of this book will enable science and environmental educators to share the nature and structure of large scale professional development projects while discussing the theoretical commitments that undergird their work. Many chapters will include temporal aspects that present the ways in which projects change over time in response to evaluative research and practical experience.
In the second half of the book, faculty and others whose focus is on national and international scales will share the ways in which they are working to meet the growing needs of teachers across the globe to incorporate geospatial technology into their science teaching. These efforts reflect the ongoing conversations in science education, geography, and the geospatial industry in ways that embody the opportunities and challenges inherent to this field.
This edited book will serve to define the field of teacher professional development for teaching science using geospatial technology. As such, it will identify short term and long term objectives for science, environmental, and geography educators involved in these efforts. As a result, this book will provide a framework for future projects and research in this exciting and growing field.
Inhaltsverzeichnis zu „Teaching Science and Investigating Environmental Issues with Geospatial Technology “
Introduction........................................................................ 1Jim MaKinster, Hobart and William Smith Colleges
Nancy Trautmann, Cornell Lab of Ornithology
Mike Barnett, Boston College
Section 1: Designing Effective Professional Development Projects
2. Participatory Professional Development: Geospatially Enhanced Urban Ecological Field Studies............................................................................... 13
Mike Barnett, Boston College
Meredith Houle, University of California at San Diego
Sheron Mark, Boston College
Daphne Minner, Center for Science Education at EDC
Linda Hirsch, Center for Science Education at EDC
Eric Strauss, Boston College
Lindsey Cotter-Hayes, Urban Ecology Institute
Beth Hufnagel, Brookline Public Schools
3. Field-based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies 44
Heather Almquist, University of Montana
Lisa Blank, University of Montana
Jeff Crews, University of Montana
George Stanley, University of Montana
Marc Hendrix, University of Montana
4. The GIT Ahead Project: Meeting Teachers Where They Are and Helping Them Achieve Their Geospatial Goals.............................................................. 67
Nancy Trautmann, Cornell Lab of Ornithology
Jim MaKinster, Hobart and William Smith Colleges
5. Spatial Sci: Forwarding Geospatial Technology Innovations In the Classroom 88
Lisa Blank, University of Montana
Jeff Crews, University of Montana
Randy Knuth, University of Montana
6. Eyes in the Sky: Facilitating Classroom Research Using Geospatial Technology 110
Carla McAuliffe, TERC
Jeff Lockwood, TERC
7.
... mehr
Coastlines: Commitment, Comfort, Competence, Empowerment, and Relevance in Professional Development................................................................... 133
Steven D. Moore, Science Approach
Don Haviland, California State University Long Beach
Allison Whitmer, Georgetown University
Jenny Brady, Science Approach
8. The Inquiring with GIS (iGIS) Project: Helping Teachers Create and Lead Local GIS-Based Investigations.................................................................. 161
Cathlyn D. Stylinski, University of Maryland Center for Environmental Science
Cassie Doty, University of Maryland Center for Environmental Science
9. Communities for Rural Education, Stewardship and Technology Program (CREST): A Rural Model of Teacher Professional Development.............. 191
Shey Conover, Island Institute, Maine
Ruth Kermish-Allen, Island Institute, Maine
Robert Snyder, Island Institute, Maine
10. Curriculum Aligned Professional Development for Geospatial Education 212
Beth Kubitskey, Eastern Michigan University
Heather Johnson, Northwestern University
Kirsten Mawyer, Northwestern University
Barry Fishman, University of Michigan
Daniel Edelson, National Geographic
11. Impact of Science Teacher Professional Development through Geospatial Technologies: A 5-Step Program of Support...................................................... 240
Rita Hagevik, University of North Carolina at Pembroke
Harriett Stubbs, North Carolina State University
Christiane Gioppo, Federal University of Parana, Brazil
Diane Whitaker, North Caroline State University
Section 2: Designing and Implementing Innovative and Effective Curricular Materials
12. The Data Sets and Inquiry in Geoscience Education Project: A Model Curricula for Teacher Capacity Building in Scientific Inquiry Tasks With Geospatial Data 266
Daniel Zalles, SRI International
Amy Pallant, Concord Consortium
13. Designing Google Earth Activities for Learning Earth and Environmental Science 296
Alec Bodzin, Lehigh University
David Anastasio, Lehigh University
Violet Kulo, Lehigh University
14. Designing Geospatial Exploration Activities to Build Environmental Awareness in Middle School Students.......................................................................... 322
Louise Yarnall, SRI International
Phil Vahey, SRI International
Karen Swan, SRI International
15. The Lonely Trailblazers: Examining the Early Implementation of Geospatial Technologies in Science Classrooms........................................................ 346
Tom Baker, Environmental Systems Research Institute
Joseph Kerski, Environmental Systems Research Institute
16. Understanding the Use of Geospatial Technologies to Teach Science: TPACK as a Lens for Effective Teaching......................................................................... 371
Jim MaKinster, Hobart and William Smith Colleges
Nancy Trautmann, Cornell Lab of Ornithology
17. Moving Out of Flatland: Toward Effective Practice in Geospatial Inquiry 396
Bob Coulter, Litzinger Road Ecology Center, Missouri Botanical Garden
18 What Happens After Professional Development: Case Studies on Implementing GIS in the Classroom....................................................................... 419
Bob Kolvoord, James Madison University
Mike Charles, Pacific University
Steve Purcell, James Madison University
Section 3: Final Chapters
19. The Nature and Design of Professional Development for Using Geospatial Technologies to Teach Science............................................................................. 446
Jim MaKinster, Hobart and William Smith Colleges
Nancy Trautmann, Cornell Lab of Ornithology
20. The Nature of Teacher Knowledge Necessary for the Effective Use of Geospatial Technologies to Teach Science................................................................. 462
Jim MaKinster, Hobart and William Smith Colleges
Nancy Trautmann, Cornell Lab of Ornithology
Steven D. Moore, Science Approach
Don Haviland, California State University Long Beach
Allison Whitmer, Georgetown University
Jenny Brady, Science Approach
8. The Inquiring with GIS (iGIS) Project: Helping Teachers Create and Lead Local GIS-Based Investigations.................................................................. 161
Cathlyn D. Stylinski, University of Maryland Center for Environmental Science
Cassie Doty, University of Maryland Center for Environmental Science
9. Communities for Rural Education, Stewardship and Technology Program (CREST): A Rural Model of Teacher Professional Development.............. 191
Shey Conover, Island Institute, Maine
Ruth Kermish-Allen, Island Institute, Maine
Robert Snyder, Island Institute, Maine
10. Curriculum Aligned Professional Development for Geospatial Education 212
Beth Kubitskey, Eastern Michigan University
Heather Johnson, Northwestern University
Kirsten Mawyer, Northwestern University
Barry Fishman, University of Michigan
Daniel Edelson, National Geographic
11. Impact of Science Teacher Professional Development through Geospatial Technologies: A 5-Step Program of Support...................................................... 240
Rita Hagevik, University of North Carolina at Pembroke
Harriett Stubbs, North Carolina State University
Christiane Gioppo, Federal University of Parana, Brazil
Diane Whitaker, North Caroline State University
Section 2: Designing and Implementing Innovative and Effective Curricular Materials
12. The Data Sets and Inquiry in Geoscience Education Project: A Model Curricula for Teacher Capacity Building in Scientific Inquiry Tasks With Geospatial Data 266
Daniel Zalles, SRI International
Amy Pallant, Concord Consortium
13. Designing Google Earth Activities for Learning Earth and Environmental Science 296
Alec Bodzin, Lehigh University
David Anastasio, Lehigh University
Violet Kulo, Lehigh University
14. Designing Geospatial Exploration Activities to Build Environmental Awareness in Middle School Students.......................................................................... 322
Louise Yarnall, SRI International
Phil Vahey, SRI International
Karen Swan, SRI International
15. The Lonely Trailblazers: Examining the Early Implementation of Geospatial Technologies in Science Classrooms........................................................ 346
Tom Baker, Environmental Systems Research Institute
Joseph Kerski, Environmental Systems Research Institute
16. Understanding the Use of Geospatial Technologies to Teach Science: TPACK as a Lens for Effective Teaching......................................................................... 371
Jim MaKinster, Hobart and William Smith Colleges
Nancy Trautmann, Cornell Lab of Ornithology
17. Moving Out of Flatland: Toward Effective Practice in Geospatial Inquiry 396
Bob Coulter, Litzinger Road Ecology Center, Missouri Botanical Garden
18 What Happens After Professional Development: Case Studies on Implementing GIS in the Classroom....................................................................... 419
Bob Kolvoord, James Madison University
Mike Charles, Pacific University
Steve Purcell, James Madison University
Section 3: Final Chapters
19. The Nature and Design of Professional Development for Using Geospatial Technologies to Teach Science............................................................................. 446
Jim MaKinster, Hobart and William Smith Colleges
Nancy Trautmann, Cornell Lab of Ornithology
20. The Nature of Teacher Knowledge Necessary for the Effective Use of Geospatial Technologies to Teach Science................................................................. 462
Jim MaKinster, Hobart and William Smith Colleges
Nancy Trautmann, Cornell Lab of Ornithology
... weniger
Autoren-Porträt
Michael Barnett wurde 1930 in London geboren, studierte Mathematik und Jura in Cambridge und arbeitete anschliessend im Marketing.Reisen durch Indien und ein Buch von R. D. Laing (1966) wiesen ihm eine neue Lebensrichtung. Eine persönliche Begegnung mit Laing gab schliesslich den Anstoss, 1969 die Laienbewegung People not Psychiatry zu gründen, um Menschen mit geistigen und seelischen Schwierigkeiten zu helfen. Danach leitete er Encounter- und Bodywork-Gruppen in Europa und den USA.
1974 besuchte Barnett den Rajneesh Ashram in Poona und wurde Sannyasin, trennte sich aber 1982, in Ungnade gefallen, von der Bewegung und zog nach Deutschland. 1984 gründete er die Wild Goose Company in der Schweiz. Nach Stationen am Lago Maggiore, Italien, und in Frankreich ging Barnett zurück in die Schweiz, von wo aus weiterhin Energy-Trainings und Seminare organisiert werden.
Michael Barnett hat sechs Kinder, ist begeisterter Tennisspieler und beantwortet wöchentlich etwa 100 Briefe persönlich.
Bibliographische Angaben
- 2014, 353 Seiten, Masse: 16 x 24,1 cm, Gebunden, Englisch
- Herausgegeben:MaKinster, James; Trautmann, Nancy; Barnett, Michael
- Herausgegeben: James MaKinster, Nancy Trautmann, Michael Barnett
- Verlag: Springer Netherlands
- ISBN-10: 9048139309
- ISBN-13: 9789048139309
- Erscheinungsdatum: 19.11.2013
Sprache:
Englisch
Kommentar zu "Teaching Science and Investigating Environmental Issues with Geospatial Technology"
0 Gebrauchte Artikel zu „Teaching Science and Investigating Environmental Issues with Geospatial Technology“
| Zustand | Preis | Porto | Zahlung | Verkäufer | Rating |
|---|
Schreiben Sie einen Kommentar zu "Teaching Science and Investigating Environmental Issues with Geospatial Technology".
Kommentar verfassen