Leveraging Systemic Change Through Geographic Information System (GIS) Technology: The GIS Resources and Applications for Career Education (GRACE) Program

• In Event: Programs That Engage and Motivate Students to Pursue STEM Careers Through National Science Foundation–Funded Innovative Technology Experiences for Students and Teachers Programs

Abstract

The state of STEM education in the US is unfortunately not meeting the demands of today’s economy or the economy of the future (NRC, 2011). This challenge requires a systemic approach to educational reform. As previous research has indicated, successful systemic reforms in complex systems are often built upon small innovative “leverage points” which lead to large scale change through positive feedback loops (Forrester, 1969). Mapping technologies (such as Geographic Information Systems, or GIS) fit the characteristics of an effective leverage point for systemic reform in education: highly accessible, interactive, motivating for students, transdisciplinary, relevant, real-world, inquiry-based, and intuitively understandable.

The GRACE Program, funded through the National Science Foundation ITEST program, is developing a large set of Geographic Information System (GIS) interdisciplinary learning activities for middle and high school students. These online and blended inquiry-based learning experiences address three progressive levels: Explorers, Investigators, and Interns. The modules introduce students and teachers to GIS through tiered sets of learning experiences within the online ArcGIS system, and address the vision of 3D learning as captured in the Next Generation Science Standards (NGSS) standards. These 3 dimensional standards include: core practices (such planning and carrying out investigations, analyzing and interpreting data, and constructing explanations and solutions), cross-cutting themes (such as recognizing patterns and explaining cause and effect relationships), and disciplinary knowledge (in such areas as science, mathematics, engineering, technology, and the social sciences).

There are several innovative aspects to the GRACE Program that, when combined, provide a comprehensive reform structure: 1) scaffolded pedagogy; 2) phased developmental learning structure with community impact; 3) comprehensive alignment with NGSS Standards; 4) online and blended course delivery; and 5) sustainable expansion (SPrEaD) strategies. Based on an analysis of attitudinal surveys and interviews with participating students and teachers, our initial findings address student/teacher attitudes towards GIS/T and its role in STEM education, as well as the challenges/solutions to systemic change in schools. We will also share the psychometric analysis of a newly developed online attitudinal survey which synthesizes multiple constructs, including interest, confidence, career motivation, relevance, value, perceived ability, self-efficacy, and intrinsic/extrinsic motivation. This analysis will discuss the degree to which this particular tool meets the quality criteria of comprehensiveness, ease of use, brevity, and cultural responsiveness.

Authors

• David Anderson, Eastern Michigan University

• David Reider, Education Design