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Experience with geographic information systems (GIS) can improve students’ spatial skills and provide a foundation for success in STEM (Jant et al., 2019). Researchers and educators co-designed a GIS unit in which high school students learned to use ArcGIS software by exploring geospatial patterns in their local communities. Across three teachers, 134 students participated in the unit and completed a geospatial problem-solving assessment. Students’ performance on the assessment significantly increased from pre- to post-test. Students whose teachers had more GIS experience and completed graded GIS assessments scored higher on geospatial assessments and used more spatial language than students whose teachers had less GIS experience and graded on participation. Students’ expectancy, value, and cost of computer science varied across teachers, and may be linked to students’ ability to devote time to mapbuilding and their engagement with a GIS careers guide. We discuss the impacts of teacher training and lesson implementation on students’ geospatial thinking.
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Students’ Perceived Expectancy, Value, and Cost of Computer Science after Participation in a GIS-Infused Unit
Students’ engagement with geographic information systems (GIS) can improve spatial skills, which are predictors of STEM success (Jant et al., 2019). We used a survey motivated by Eccles’s (2009) expectancy-value-cost framework to assess students’ perceptions of their computer science (CS) courses before and after participation in a GIS unit. The unit provided opportunities to apply GIS to inquiry-based projects focused on solving problems in their own communities. Across four teachers, 158 students participated in the GIS unit and completed the survey. We found that students’ reports of classroom equity predicted their expectancy for success in CS and their desire to take additional CS courses or major in CS. We also examined students’ performance on a geospatial problem-solving assessment to investigate their understanding of GIS and their spatial reasoning.
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- Award ID(s):
- 1759360
- PAR ID:
- 10512540
- Publisher / Repository:
- American Educational Research Association
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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