Violet Kulo, Alec Bodzin, Tamara Peffer Lehigh University Support provided by the Toyota USA Foundation NARST 2011 Orlando, FL

Geospatial Technologies Map, visualize, and analyze geo-referenced data  Industry, business, education Enhance science learning  Authentic inquiry  Critical thinking skills  Problem solving skills  Spatial thinking

Energy Unit Align instructional materials and assessments with learning goals Used with all ability levels of urban 8 th grade students Use GIT to promote student understanding of the content Includes teacher resources and content support materials

Purpose of the Study Examine if GIT can be used to promote students’ learning of energy resources content. RQ1: Does an inquiry unit supported by geospatial technologies promote urban middle school students’ understandings of energy concepts? RQ2: Are there any differences among ability level tracked middle school students?

Methodology Design–Based Research Design Combines formative evaluation and analysis of the implementation process Naturalistic setting Design partnership Science educators, scientists, instructional designers, classroom teachers Daily teacher interviews

Methodology School Context/Participants Diverse ethnic backgrounds - 54% Hispanic, 30% White, 16% Black 105 eighth-grade students and one science teacher 3 ability-levels tracks by mathematics PSSA scores 19% ESL students 20% migratory population 59% reading proficiency and 22% science proficiency

Methodology Instrumentation Classroom observation protocol Pre/posttest content knowledge assessment Reliability District Curriculum (N=1043) ELI Curriculum (N=105) Entire instrument Energy acquisition Energy generation, storage, and transport Energy consumption.48.57

Exploring Solar Power Plants with Google Earth

Where is the Best Place to Locate a New Solar Power Plant?

Exploring Wind Farms with Google Earth

Where is the Best Place to Locate a New Wind Farm?

Investigating Oil Production and Consumption with My World GIS

Energy Resources for the Isle of Navitas

Wind Layer

Coal Layer

FINDINGS: Student Achievement **p <.001.

FINDINGS: Student Achievement by Content Subscale *p <.01. **p <.001.

FINDINGS: Student Performances 88% on task (engaged) 76% independent

Conclusions Use of GIT improved students’ understandings of energy. Content knowledge increased for learners at all ability levels. Students were highly engaged. Interview data support that educative curriculum materials helped the teacher to model and scaffold activities.

Website Address and Contact Information Paper available at: Violet Kulo