HR: 1340h
AN: ED23B-1279    [Abstracts]
TI: Advancing Geospatial Technologies in Science and Social Science: A Case Study in Collaborative Education
AU: * Williams, N A
EM: nwilliams@geog.tamu.edu
AF: Texas A&M University, Department of Geography, College of Geoscience 810 O&M (Eller) Building, College Station, TX 77843-3147, United States
AU: Morris, J N
EM: jenmorris@tamu.edu
AF: Texas A&M University, Department of Geography, College of Geoscience 810 O&M (Eller) Building, College Station, TX 77843-3147, United States
AU: Simms, M L
EM: msimms@geog.tamu.edu
AF: Texas A&M University, Department of Geography, College of Geoscience 810 O&M (Eller) Building, College Station, TX 77843-3147, United States
AU: Metoyer, S
EM: smetoyer@neo.tamu.edu
AF: Texas A&M University, Department of Geography, College of Geoscience 810 O&M (Eller) Building, College Station, TX 77843-3147, United States
AB: The Advancing Geospatial Skills in Science and Social Sciences (AGSSS) program, funded by NSF, provides middle and high school teacher-partners with access to graduate student scientists for classroom collaboration and curriculum adaptation to incorporate and advance skills in spatial thinking. AGSSS Fellows aid in the delivery of geospatially-enhanced activities utilizing technology such as geographic information systems, remote sensing, and virtual globes. The partnership also provides advanced professional development for both participating teachers and fellows. The AGSSS program is mutually beneficial to all parties involved. This successful collaboration of scientists, teachers, and students results in greater understanding and enthusiasm for the use of spatial thinking strategies and geospatial technologies. In addition, the partnership produces measurable improvements in student efficacy and attitudes toward processes of spatial thinking. The teacher partner training and classroom resources provided by AGSSS will continue the integration of geospatial activities into the curriculum after the project concludes. Time and resources are the main costs in implementing this partnership. Graduate fellows invest considerable time and energy, outside of academic responsibilities, to develop materials for the classroom. Fellows are required to be available during K-12 school hours, which necessitates forethought in scheduling other graduate duties. However, the benefits far outweigh the costs. Graduate fellows gain experience in working in classrooms. In exchange, students gain exposure to working scientists and their research. This affords graduate fellows the opportunity to hone their communication skills, and specifically allows them to address the issue of translating technical information for a novice audience. Teacher-partners and students benefit by having scientific expertise readily available. In summation, these experiences result in changes in teacher/student perceptions of science and scientists. Evidence of the aforementioned changes are provided through external evaluation and results obtained from several assessment tools. The program also utilizes an internal evaluator to monitor participants thoughts and opinions on the previous years' collaboration. Additionally, graduate fellows maintain a reflective journal to provide insight into experiences occurring both in-class and among peers. Finally, student surveys administered prior to and concluding the academic year assess changes in student attitudes and self-perception of spatial thinking skills.
UR: http://agsss.tamu.edu/
DE: 0825 Teaching methods
DE: 0830 Teacher training
DE: 0840 Evaluation and assessment
DE: 0845 Instructional tools
SC: Education and Human Resources [ED]
MN: 2007 Fall Meeting