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Journal of Geography Volume 119, 2020 - Issue 1
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Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning

Erin A. JantDepartment of Psychology, Binghamton University, Binghamton, New York, USA; Correspondence[email protected]
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,
David H. UttalDepartment of Psychology and School of Education and Social Policy, Northwestern University, Evanston, Illinois, USA; View further author information
,
Robert KolvoordDean of the College of Integrated Science and Engineering, James Madison University, Harrisonburg, Virginia, USA; ORCID Iconhttp://orcid.org/0000-0001-9678-8178View further author information
ORCID Icon,
Katherine JamesSchool of Education and Social Policy, Northwestern University, Evanston, Illinois, USAView further author information
&
Camille MsallSchool of Education and Social Policy, Northwestern University, Evanston, Illinois, USAView further author information
Pages 22-31 | Received 10 Jul 2019, Accepted 26 Sep 2019, Published online: 09 Dec 2019
 
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Abstract

Geospatial technologies, such as geographic information systems (GIS), remote sensing, and GPS have been used in a variety of educational settings to help improve student learning. A sample of 53 high school seniors was recruited from the Geospatial Semester (GSS), a course that emphasizes the use of GIS for problem-solving and students in AP Physics and AP History served as a comparison. GSS students’ spatial thinking and problem solving improved across the school year in contrast to Comparison Group. Results suggest that GIS-based instruction can be used to enhance students’ use of spatial reasoning when solving STEM-relevant problems.

Additional information

Funding

This work was supported by the Spatial Intelligence and Learning Center (National Science Foundation Grant SBE0541957).

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