Earth surface modeling for education: How effective is it? Latest classroom tests with Web-based Interactive Landform Simulation Model - Grand Canyon (WILSIM-GC) (original) (raw)

Educational Simulation Design to Transform Learning in Earth and Environmental Sciences

2020

This Innovative Practice Full Paper presents several educational simulation designs to transform learning in the earth and environmental sciences. In recent years, K-12 education has seen a widespread pedagogical shift from traditional textbook-based learning to a student-centered interactive learning environment. Innovative teaching technologies including games and simulations are exploited to make learning fun and engaging for students at various grades. As technology continues to advances, stakeholders such as teachers, parents, and educational policymakers are motivated to know the most effective technology platform to engage students in active learning. In this paper, we discuss some useful simulation techniques from the perspectives of users’ experience, system deployment and developers’ point of view. In addition, we also present the design and implementation of some Earth and Environmental Science simulations that are developed using NetLogo and JavaScript. Some student asse...

3D Landform Modeling to Enhance Geospatial Thinking

International Journal of Geo-Information, 2019

Geospatial thinking is essential to the visualization-interpretation processes of three-dimensional geographic information. The design of strategies for the interpretation of the Earth's surface which allow the development of students' geospatial thinking poses a challenge in higher education. In geospatial education, we often see a practical approach where students are trained in specific GIS and/or geotechnologies. However, in the first stages of geospatial education, geographic literacy and geospatial thinking processes can be supported better through easy-to-use technologies. In this paper we show the results of two workshops performed with engineering students using visuospatial displays in an easy-to-use 3D software environment. This teaching approach improved students' geospatial thinking, measured using the Topographic Map Assessment (TMA) test-a battery of seven tasks related to relief interpretation along with 18 exercises. Participants also completed a questionnaire relating to the following usability topics: operation (application), improvement, implications for education, and understanding of the concepts related to relief interpretation. The results showed mean gains between 10.7% and 12.6% of the highest score for the TMA. This, together with the results of the questionnaire, confirms the usefulness of this teaching approach using easy-to-use 3D technologies for developing geospatial thinking.

Are Realistic Or Are Abstract Visual Representations More Effective Tools In Technology-Based Geosciences Education?

Journal of Arts and Humanities

In this study, the researchers developed two visual representations for use in the geosciences context. One of the study’s goals was to demonstrate the educational value of distinguishing realistic from abstract visual representations in order to explore which type of representation most improves students’ cognitive understanding and learning of science. Four 4th-grade students were observed and videotaped while interacting with the developed representations. The researchers used the results to develop recommendations regarding useful pedagogical imagery.