Erin Jant, Visiting Assistant Professor at Binghamton University in New York and former SILC post-doc, has a paper in press with the Journal of Geography titled, Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning. The paper analyzes how the Geospatial Semester (GSS) program’s GIS instruction in Virginia high school classrooms influences STEM-relevant reasoning. GIS is a geospatial technology which can be used to teach students how to solve real world problems using data and mapping.
The team of researchers have defined what STEM-relevant reasoning is in this context and how to measure STEM-relevant reasoning in students who have been given GIS-based instruction in the classroom. The upcoming paper by Jant et al. will shed insight into how researchers can measure STEM-relevant reasoning as part of the GIS instruction offered by the Geospatial Semester program and also informs the work of the Chicago GSS project.
The pre-press is available below:
Jant, E. A., Uttal, D. H., Kolvoord, R., James, K., & Msall, C. (in press). Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning, Journal of Geography.
The article is expected to release in January 2020 with the doi: https://doi.org/10.1080/00221341.2019.1676819