Celeste Barthel

Annotated Bibliography

Project for Geo 565

GIS & Education

Click on name to send comments or questions to Céleste :)

This project is for my Geo 565 GIS class. The below annotated bibliographies deal with the topic of GIS Education; I have a particular interest in Marine Education so the topic slants in that direction.

1. Walterenberger, B. & Pickett, M. 2004. Intergration of NOAA Aerial Monitoring and GIS Programs for Research, Education, and Management within the Channel Island National Marine Sanctuary. NOAA Publications. Pp 469-471.

The purpose of this article was to see how effective the collection of aerial survey data would be by adding it to a GIS for the Channel Island National Marine Sanctuary (CINMS). The ability of the GIS to perform comparative analysis within the data types collected allows physical, biological and anthropogenic trends to be examined. Having the collected data displayed together, or in a variety of analysis patterns offered within the GIS allows for a very effective monitoring tool for the scientists. The results of all the analyses are then posted to the NOAA website (http://www.noaa.gov/) for the general education of the public. I liked this article because it explained how the data were collected, and where they came from. In terms of education, it is a good article to have students read to gain an understanding of what data collection is and how the data can be utilized in a GIS . It is also about a place that provides beautiful pictures to show students that will maintain their interest.

2. Ramirez, M. & Althouse, P. 1995. Fresh thinking: GIS in environmental education. The Journal , Sep95, vol. 23 Issue 2, p87, 4p. Digital Date EBSCO Consult.

The purpose of this article was twofold, first it was to show that it is possible to have students collect their own data from real life situations and then use it in a GIS ; secondly to have the students realize the importance of a GIS analysis to the aid the solving of real life problems dealing with the environment. The project was at the Jupiter Community High School . It had the students collecting data and then analyzing their results. I liked this article for many reasons, but most of all because it validates that with proper knowledge, funding, and equipment, GIS learning in high school is not limited to a predetermined GIS “boxed” programs. Students can actually run their own analyses. When students experience science through a hands-on approach, their knowledge retention is enhanced. This article is important to my research for two reasons: first it shows that GIS learning is already in place in some schools and it supports the principles of hands-on science learning.

3. Libarkin, J & Brick, C. 2002. Research Methodologies in Science Education: Visualization and the Geosciences. Journal of Geoscience Education. Volume 50, Number 4, 7p.

This article shows that spatial visualization of the environment is a vital part in learning how environmental processes take place. The article places a special focus on non linear relationships within their methodology. The authors also explain and make recommendations about some other techniques that teachers could use to help their students learn to visualize. These suggestions include static materials, animations, and interactive modeling. For these things to work there must be a high order of understanding from the students on the technologies involved. This article is very helpful to my research for many reasons. It points out the pros and cons of using a technology-based style of learning as well as offering some suggestions.

4. Watkins, J. 1997. Address. A New Agenda for Science Education. National Marine Educators Association Conference. Chicago , Illinois . 4 August, 1997 .

The address emphasized the importance the importance of uniting teaching goals with the general science principles by using ocean science as an example. The article was an address given at the National Marine Educators Association at their annual conference. The address reviews the state of science education in the United States and states, using the ocean as the main focus, states what needs to be done in order to fulfill present and future efforts for uniting general science principles. The article reviews many things that are currently taking place in marine education. This is an important article for my research because it lets me see the state of ocean literacy in 1997 and where the direction of funding was heading. It will be useful to use as a base for where we are now in terms of ocean literacy.

5. Schoedinger, S., Francesca, C., & Tuddenham, P. 2005. Ocean Literacy Through Science Standards. On-line Conference, Fall, 2004.

This article reviews the current state of affairs in the United States in regards to ocean literacy. The article is the result of an on line conference between the National Geographic Society, the National Marine Educators Association(NMEA), The Center for Ocean Sciences Education Excellence (COSEE) and several university professors in order to address the lack of ocean literacy. A definition of ocean literacy was generated as well as essential principles for ocean literacy, and fundamental concepts about ocean literacy were discussed. This paper is essential for my research. By defining ocean literacy; the article gives legitimacy to my area of focus. The article also clearly unites geography and technology to the educational fundamentals involving ocean literacy, thus opening the door for research and development in the field with GIS, the ocean environment and education.

6. Stewart, R., Baden , D., Berger, W., Chisholm, P., Moore , E., Philander, G., & Thomas, G. 2004. What Every Student Ought to Know About the Ocean: A Compilation of Key Concepts. Education. National Marine Educators Association Conference. 2004. http://oceanworld.tamu.edu/home/key-concepts.html

This article is lists the key components of ocean literacy. These components are separated by topics such as earth science systems, physical geography, biology, chemistry, etc… It is very helpful when designing a course of study to use as a guide to make sure that the educational principles are included. This will be extremely helpful when I am developing my curriculum for ocean literacy and GIS education.

7. National Academy of Science. The National Science Education Standards. Washington , DC : National Academy Press. 1996. http://www.nap.edu/readingroom/books/nses/html/

This is a document that outlines what the science standards are for the United States . This is a very important document for what it contains and for what it is lacking in terms of ocean literacy. These standards are used across the United States as a base for school systems' curricula. This document is referred to in many of the articles on ocean literacy, making it an essential read when studying ocean literacy. I need to know the standards when developing curriculum to insure that it is in line with the principles outlined within the document.

8. U.S. Commission on Ocean Policy. An Ocean Blueprint for the 21 st Century, Final Report. Washington , DC . 2004. http://www.oceancommission.gov .

This report encompasses the vision for the development of ocean policy within the United States . There are many parts to the report, they include : Part I - Our Oceans: A National Asset, Part II - Blueprint for Change: A New National Ocean Policy Framework, Part III - Ocean Stewardship: The Importance of Education and Public Awareness, Part IV - Living on the Edge: Economic Growth and Resource Conservation along the Coast, Part V - Clear Waters Ahead: Coastal and Ocean Water Quality, Part VI - Ocean Value and Vitality: Enhancing the Use and Protection of Ocean Resources, Part VII - Science-based Decisions: Advancing Our Understanding of the Oceans, and Part IX - Moving Ahead: Implementing a New National Ocean Policy. Part III is the most important one for my research initially, as it deals with the education initiative. Part VII is of interest to me as well dealing with ocean exploration. This is the educational aspect that I will be focusing on with the use of GIS.

9. National Geographic Society. Oceans for Life: Scope and Sequence for grades K-12. Washington , DC . 2002. http://www.nationalgeographic.com/seas/

This is a source detailing a curriculum that has been developed that focuses on the oceans. This article/site is constantly updated and lists the sources for additional references. This site offers multiple articles, links and current available curriculum; it is undoubtedly valuable resource. This is applicable for my research for many reasons, but two main ones; first, it is one of a handful of actively updated ocean curriculum sites and secondly, with the project I am currently working on, we are in the process of developing a marine biotechnology interactive website.

10. NOAA. Ocean Literacy Initiative. Ocean Literacy: The Essential Principles and Fundamental Concepts of Ocean Science. 2005.

This paper elaborates the fundamental concepts that ocean literacy is trying to address within the classrooms in a K – 12 setting. The paper explains each principle in a way that makes their goals extremely clear to the reader. This is very helpful to me for a base from which to guide the curriculum development from. The paper also lists four important references to look up in regards to ocean literacy, as well as the names and contacts of the current professionals researching in this area.

11. Palmer, A., M., Voigt, C., L., and Malone, L . Mapping Our World: GIS Lessons For Educators, ArcGIS Desktop Edition ESRI, 2005.

This book is for teachers to who want to use GIS in their classroom. It comes with the latest version of Arch 9 and has 7 modules designed around different geographical themes with 19 labs. This is a great book for teachers who are new to GIS and want their students to have the opportunity to start exploring its usage.

12. Riggs E., M., and Kimbrough, D., L. Implementation of Constructivist Pedagogy in a Geoscience Course Designed for Pre-Service K-6 Teachers: Progress, pitfalls, and Lessons Learned . Journal of Geoscience Education. Volume 50, Number 1, January 2002.

This article addresses the constructive approach to science education. The focus of the article is the implementation of constructive teaching practices in the geoscience courses for K-6 pre-service teachers. The inquiry-based model of teaching and learning was used in two teacher-training courses in Spring of 2000 and assessed their resulting content knowledge with examination-based assessments. The researchers were surprised to find a decrease in student performance. This teaching method and girth of curricula was addressed for a second round of teaching and testing. Moderate improvements were made in student performance. The final conclusions listed 4 steps needed in the implementation of the constructive teaching model.: • allow enough time to address prior concepts and facilitate students' incorporation of new ideas • limit the breadth of content taught • explicitly introduce students unfamiliar with scientific inquiry to methods they will use to learn the content • take steps to avoid the common pitfalls of group work. This article is important to my research interests for many reasons. First it addresses the constructive methodology of instruction. Second it applied an assessment tool to the curriculum implemented. Third, it addresses pitfalls of hands-on science with the lack of formal science learning. One does not totally replace the other.