Without an adequate understanding of the capacities and complexities of the software and learning environment, we are bound to produce fragmented units or lessons that work only in isolated pockets of teaching and learning. KanCRN research creates an environment in which GIS is used as a tool to allow students to learn by doing, refine their understandings, and build new knowledge. GIS technology helps learners visualize difficult to understand concepts and allows them to combine their data with a vast array of existing information. In addition, the underpinning cognitive elements of students interacting with a GIS create an interesting field of study between science, geography and education. It is the intent of this presentation to demonstrate an environment where the current findings of the cognitive sciences, supported by the use of GIS technology, facilitate student understanding.
Science classes are in the midst of a dynamic change.
The Kansas Collaborative Research Network uses spatial data for analysis of student-generated data. From the creation of original range maps to plotting sample data from stream monitoring and the effect of environmental change on bioindicators, GIS is altering the way students gather and analyze spatial information. This presentation will explore the application of MapObjects, ArcView IMS, ArcView GIS 3.1, and several ArcView GIS extensions in the K-12 classroom environment. This presentation will detail the elements required to assemble the technical backbone that supports the KanCRN and the personnel required to effectively manage and administer the KanCRN databases. A GIS, when included in a suite of other technology tools, has the potential to play a significant role in the curriculum and instructional models of future schools.