Integrating Geographic Information Systems (GIS) Into History and Computer Science Curricula: Approaches and Student Outcomes

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Enhancing Learning Engagement and Satisfaction in STEM: Exploring Motivational Factors and Innovative Teaching Practices (Table 13)

Abstract

Learning to use Geographic Information Systems (GIS) can improve students’ spatial thinking skills and provide a foundation for success in STEM (Jant et al., 2019). We worked with two teachers to incorporate GIS into their high school courses. With one teacher, we co-designed GIS lessons for AP United States History, and with another teacher, we collaboratively modified a GIS unit for Exploring Computer Science. 113 students completed assessments of spatial problem-solving before and after the GIS lessons and responded to surveys about expectancy, value, and cost in STEM and their teachers’ instructional approaches. Students’ spatial problem-solving significantly increased from pre- to post-test, and students’ perceptions that their teachers promoted meaningful learning were associated with their expectancy and value of STEM.

Authors

• Lauren Christine Pagano Hush, Northwestern University

• Jose J. Sotelo, Northwestern University

• Bob Kolvoord, James Madison University

• Steven McGee, The Learning Partnership

• Randi L McGee-Tekula, The Learning Partnership

• David H. Uttal, Northwestern University