The whole world in your hands: explorations in sustainability education using geospatial tools

Abstract

This paper describes the integration of geographic information system (GIS) technology in a high school environmental science classroom, specifically examining the impact of GIS technology on student engagement, critical thinking, and interdisciplinary learning for Education for Sustainability (EfS). This environmental science classroom utilized ArcGIS Online and StoryMaps to facilitate hands-on learning, enabling students to explore spatial relationships, analyze data, and communicate insights to foster engagement and critical thinking. This GIS technology promotes interdisciplinary learning by connecting essential environmental issues with location and other social factors. Students deepen their understanding of human-environment interactions by interpreting spatial data, empowering them to propose sustainable solutions to environmental challenges. Using ArcGIS Online and StoryMaps, students engaged in guided lessons, explored sustainability topics, and created their own StoryMaps based on the United Nations’ (UN) Sustainable Development Goals (SDGs). The findings highlight positive engagement, critical thinking, and interdisciplinary learning impacts. Students demonstrated increased interest, understanding of complex issues, and developed analytical skills through spatial data analysis. The approach encouraged interdisciplinary thinking and expanded awareness of ongoing environmental challenges, supporting EfS goals.

Keywords:

• Sustainability
• environmental science
• Geographic Information Systems (GIS)
• Sustainable Development Goals (SDGs)
• socioscientific issues
• spatial reasoning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Interested in ArcGIS online

ArcGIS Online and StoryMaps are freely available for educators and students. Teachers may request their free ArcGIS organizational accounts for student use at https://www.esri.com/en-us/industries/education/schools/schools-mapping-software-bundle.

Additional information

Funding

This work was supported by the National Science Foundation under Grant XXXXX.

Notes on contributors

Danielle J. Malone

Danielle J. Malone is a recent doctoral graduate in the Mathematics and Science Education program at Washington State University Tri-Cities. Danielle graduated with a B.A.Ed. in Science Education from the University of Mississippi and received her M.S. in Science Education at Mississippi State University. Before pursuing her doctorate, she taught chemistry at the secondary level. Her research interests include exploring the relationship between various social structures and student agency, as well as examining the affordances of student agency within science classrooms and its impact on identity formation. Danielle is a graduate research assistant in the College of Education at Washington State University, Tri-Cities, WA, 99354; you can reach her at [email protected].

J. B. Firestone

Jonah B. Firestone is an Assistant Professor of Science Education at Washington State University Tri-Cities, specializing in the research of changes in teachers’ beliefs and practices in STEM, as well as the utilization of innovative technology in science education. He possesses expertise in studying transformations in critical thinking and cognition, as evidenced in publications (see Lamb, Firestone, Schmitter-Edgecombe, & Hand, 2019; Lamb & Firestone, 2017). His research primarily centers on the application of emerging technologies such as Virtual Reality (VR), Augmented Reality (AR), and neurocognition in decision-making, attitude formation, and problem-solving among students and underrepresented populations. Additionally, he explores how these technologies can be effectively employed in the development of Serious Educational Games (SEG) and simulations to enhance the learning experience.

J. A. Morrison

Judith A. Morrison is a Professor of Science Education at Washington State University Tri-Cities. She holds the additional roles of Academic Director of the College of Education on the Tri-Cities campus and Associate Vice Chancellor of Research and Graduate Programs for the campus. Dr. Morrison’s extensive teaching experience includes high school biology and chemistry in Washington State and British Columbia. She earned her MS and PhD in Science Education from Oregon State University. For over two decades, she has been instructing elementary and secondary science methods classes at WSU. Furthermore, she offers professional development opportunities in science teaching to educators across area school districts and conducts research in the fields of science and STEM education.

S. N. Newcomer

Sarah N. Newcomer is an Associate Professor in the Department of Teaching and Learning at Washington State University Tri-Cities. She obtained her BA in Spanish from Northern Arizona University, and she furthered her academic journey by earning an EdM and PhD in curriculum and instruction at Arizona State University. Her areas of expertise in research and teaching primarily focus on language and literacy education, specifically on culturally and linguistically diverse students. Her research inquiries delve into culturally sustaining and socially just literacy instructional practices, the role of family–school–community partnerships in supporting language and literacy development, and the development of strategies and resources for fostering geo-literacy.

L. K. Lightner

Lindsay K. Lightner is a scholarly Assistant Professor in the College of Education at Washington State University Tri-Cities. In addition to her faculty role, she assumes the responsibility of coordinating the campus’s Alternative Route teacher certification program. Dr. Lightner embarked on her career by teaching middle school science and math and currently imparts her knowledge in the areas of science methods and teacher certification coursework. Her scholarly endeavors revolve around pre-service elementary teachers’ science teaching self-efficacy, teachers’ science identities, and the policies and praxis that provide support for teacher candidates in Grow Your Own teacher preparation programs. Lindsay holds a bachelor’s degree in geology from Carleton College, a master’s degree from Johns Hopkins University’s Writing Seminars program, and a Ph.D. in Mathematics and Science Education from Washington State University.