Title: Geospatial technologies in school - theoretical concept and practical implementation in K-12 schools

Authors: R. Ditter; M. Haspel; M. Jahn; I. Kollar; A. Siegmund; K. Viehrig; D. Volz; A. Siegmund

Addresses: Department of Geography, Research Group for Earth Observation (rgeo), University of Education Heidelberg, Czernyring 22/ 11-12, 69115 Heidelberg, Germany ' Department of Geography, Research Group for Earth Observation (rgeo), University of Education Heidelberg, Czernyring 22/ 11-12, 69115 Heidelberg, Germany ' Department of Geography, Research Group for Earth Observation (rgeo), University of Education Heidelberg, Czernyring 22/ 11-12, 69115 Heidelberg, Germany ' Department of Geography, Research Group for Earth Observation (rgeo), University of Education Heidelberg, Czernyring 22/ 11-12, 69115 Heidelberg, Germany ' Department of Geography, Research Group for Earth Observation (rgeo), University of Education Heidelberg, Czernyring 22/ 11-12, 69115 Heidelberg, Germany ' Department of Geography, Research Group for Earth Observation (rgeo), University of Education Heidelberg, Czernyring 22/ 11-12, 69115 Heidelberg, Germany ' Department of Geography, Research Group for Earth Observation (rgeo), University of Education Heidelberg, Czernyring 22/ 11-12, 69115 Heidelberg, Germany ' Department of Geography, Research Group for Earth Observation (rgeo), University of Education Heidelberg, Czernyring 22/ 11-12, 69115 Heidelberg, Germany

Abstract: Due to the importance of geospatial technologies (GST) in science, industry and everyday life, they are already included in many K-12 school curricula and the national educational standards for geography in Germany. Studies show, however, that the implementation in school practice as well as the full exploration of GST's educational potential still lags behind. Based on these conditions, one GST programme combines the three pillars research, development of learning environments, and teacher training. All three areas are important not only to further explore the conditions of GST use and especially to evaluate whether and how GST use can contribute to the fostering of geographic competencies, but also to transmit the relevant results to classroom practice by providing teachers with the corresponding materials and training. Examples for each pillar discussed in this paper can give impulses for future (inter)national developments but also highlight some of the present challenges of GST classroom implementation.

Keywords: remote sensing; GIS; geographic information systems; GPS; global positioning system; geography education; teaching; interactive learning games; field learning; K-12 schools; geospatial technologies; Germany; internet; satellite images.

DOI: 10.1504/IJDMMM.2015.067631

International Journal of Data Mining, Modelling and Management, 2015 Vol.7 No.1, pp.3 - 23

Published online: 31 Mar 2015 *

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