Using My World TM GIS to Teach Geoscience Concepts C.M. Riley ( D.C, Edelson, D.L. Slusher, and E.O. Russell School of Education and Social Policy, Northwestern University, Evanston, IL Why Use GIS to Teach K-12 students? Geographic Information Systems (GIS) are computer programs that allow scientists to display and analyze multiple spatial data sets. GIS is commonly used by scientists in a variety of disciplines. The Design of My World My World was developed by the Geode Initiative at Northwestern University. Lessons learned by developing other software (World Watcher) helped in the design of My World: References : My World TM is licensed to PASCO (http;// Edelson, D.C. (2001), Learning-For-Use: A Framework for the Design of Technology-Supported Inquiry Activities, Journal of Research in Science Teaching, 38 (3), Data Challenges  There’s lots of free GIS data available, but getting the data into a format that can be easily understood and used by laypersons is labor-intensive.  World-wide data sets are hard to find.  Originally, we planned to use a core group of datasets in all activities, but many activities required additional datasets that would likely not be reused.  A long term concern is how to make it easy for teachers to maintain and update databases.  High-resolution data is available but increases the loading time and slows utility. Science and Learning Goals Biomes Learn that a biome is defined by its climate and dominant vegetation type Understand the consequences of urbanization and cultivation on biomes Predict how CO 2 in the atmosphere and temperature changes may affect biomes in the future Developing Countries Develop a definition of what is a developing country Compare illiteracy rate, life expectancy, infant mortality rate and fertility rate of different countries Look at trends over time to estimate the rate at which countries are developing Natural Hazards Learn about earthquake and volcanic hazards Use data to make critical decisions about hazard zones Plate Tectonics Interpret patterns in earthquake, elevation, and volcano data to identify plate boundaries Use earthquake depth and distribution to identify plate boundary types and subduction zones. Predict plate movement direction Map Design and Interpretation Learn how to display data on a map Learn map interpretation skills Solar, Wind, and Biomass Energy Learn the pros and cons of building a power plant that uses one of these types of renewable energy Evaluate the feasibility of using each energy resource in a specific region Data Interpretation  Understand that real world data is imperfect  Understand that limitations placed on data can influence results  Use data as evidence to support decisions or make arguments  Learn to interpret data from maps using symbols and color  Learn to limit the information displayed on a map so it is easy to understand  Learn that data can sometimes be interpreted in multiple ways What Do Students Learn to Use in My World?  Construct mode to map multiple layers  Queries in analyze mode to compare layers and draw buffers  Map legends Future Plans for My World  Add ability to upload images  Add an activity guidance interface  Add a data importing wizard  Automate downloading of data from NASA, NOAA, and other servers  Add a query scaffolding tool to help students plan their analysis steps  Test My World in classrooms  Add a labeling tool  Add a dot density mapping function  Plan a teacher workshop  Add tools that bridge between student knowledge and scientist’s knowledge  Add inquiry support tools to help learners do scientific investigations  GIS gives students a new way to view spatial data  GIS is a state-of-the-art tool used by scientists  Students can easily view data at different resolutions  Students focus on developing analysis skills  The technology motivates students  Students can study large data sets  Students can view the data in different map projections  GIS allows multiple databases to be viewed, compared, and queried Why Use My World? Professional GIS are too complicated for most teachers and students. Often technical support is lacking at schools and teacher training does not exist. When GIS is too complicated, lessons focus on using the software rather than learning science concepts.  A subset of operations were identified and included in the software as useful science investigation tools for middle school/high school learners  Functions that were not necessary for students to practice were automated  The software was designed to be easy to download and work on a variety of platforms (Mac’s, PC’s, Linux)  Segmented modes were used to reduce the number of options students must choose from  My World displays polygon, line, point, and grid data and reads shapefiles (native to ArcView) Inquiry-Based Activities  Target Age: middle school to high school students  Activity Duration: 2-4 days  Cover a broad range of disciplines (geography, environmental science, earth science)  Are supplemental and stand- alone  Contain motivating questions  Based on “Learning for Use” design structure of motivate, construct knowledge, refine knowledge  Deal with problems similar to what real scientists work on  New science concepts and terminology are introduced when the student needs the information to do the activity  Software skills are secondary and learned as a result of doing the science investigations Student Motivation Example: Developing Countries Activity Scenario: A world organization wants to give $35 million to improve the lives of people in developing countries. What developing countries do you recommend? Students must decide what the definition is of a developing country. Students realize a simple definition isn’t sufficient and so look at demographic indicators like birth rate and illiteracy rate. Other Motivating Questions in Activities Nature of Science Goals Scientific Explanations  Realize scientists have different opinions and do not always agree on definitions or interpretations  Be able to evaluate how your decisions influence your results  Make and revise hypotheses  Debate your results and interpretations  Where is a safe location to build a hotel in a region with volcano and earthquake hazards?  Does elevation, volcano, and earthquake data support the theory of plate tectonics?  What are some relationships you can discover by interpreting data from a map you make yourself?  Which type of renewable energy (solar, wind, or biomass) would you choose for Laramie, Wyoming?  How might biomes change in 100 years?  Toolbar buttons to zoom, pan, rotate, and get info  Latitude/longitude function  Data libraries to retrieve data  Colors and symbols to display data  Data layer attributes  Classification ranges to change map displays  Highlight mode to look at queried data  Tables to look at data  Histograms to look at data distribution and statistics  Different map projections Download a trial version of My World at Research Opportunities Evaluate software design:  Does it easily communicate options to users?  Does it properly aid students in data analysis?  Is it compatible with school infrastructure? Evaluate pedagogical use:  Do students understand the scientific reasoning for using My World?  Do students learn better using My World versus other professional GIS?  Do students understand the science concepts in activities?  Do the activities overestimate student interpretation abilities? Buffer zones around faults.