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In Press: Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning

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.

Dr. Erin Jant, Visiting Assistant Professor at Binghamton University

 

 

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