Training Social Studies Teachers to Develop Inquiry-Based GIS Lessons

Abstract

This article introduces an approach to designing effective geographic information system (GIS) professional development (PD) based on six features: (1) collective participation, (2) practice time, (3) time for lesson development and presentation, (4) state and national standards, (5) district support and direct involvement, and (6) professional support. In this study, participating teachers learned about ArcGIS Online tools, practiced them, and developed their own inquiry-based GIS lessons following the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. This article reports participating teachers' feedback on GIS PD and their inquiry-based GIS social studies lessons.

Key Words:

• GIS teacher training
• professional development
• social studies
• the C3 Framework
• inquiry-based learning

Acknowledgments

The authors thank all of the participating teachers, especially Mr. Kenneth H. Keller and Mr. Matthew Staruch at Walton High School in Marietta, Georgia, for sharing their classroom experience implementing their inquiry-based lesson using GIS.

Notes

1. The GSE for Social Studies were implemented in the 2017–2018 school year.

2. Since the presented workshop was held in June 2016, the lesson content was based on the GPS for Social Studies, which were the effective standards for the 2016–2017 school year.

Additional information

Notes on contributors

Jung Eun Hong

Jung Eun Hong is an associate professor of geography in the Department of Geosciences at the University of West Georgia, Carrollton, Georgia, USA.

Ashley Melville

Ashley Melville is a professional learning specialist in the K-12 Social Studies program in Cobb County School District, Marietta, Georgia, USA.