Training Social Studies Teachers to Develop Inquiry-Based GIS Lessons

Jung Eun Hong

26 citations0/0 files storedJournal of Geography

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Geography Education and Pedagogy Teacher Education and Leadership Studies Educator Training and Historical Pedagogy

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.

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2001What Makes Professional Development Effective? Results From a National Sample of Teachers 2025Contemporary Issues in Technology and Teacher Education 2000Annual Meeting of the American Educational Research Association 1988Student achievement through staff development 2009Professional learning in the learning profession: A status report on teacher development in the United States and abroad.2002Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study 2007Educational Leadership 2011Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners

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2018The Geospatial Semester: Concurrent Enrollment in Geospatial Technologies 2023Meta-analysis of the impact of geospatial technologies on learning outcomes 2023Learning and teaching through inquiry with geospatial technologies: a systematic review 2019Digital Earth Education 2023Future paths for GIS in K-12 education: A review of possibilities and constraints

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