Northeastern Section - 49th Annual Meeting (23–25 March)

Paper No. 4
Presentation Time: 9:05 AM


ANTONUCCIO, Kelly and VAILLANCOURT, Timothy S., Advanced Math and Science Academy, Marlborough, MA 01752,

By introducing GIS to high school students at the same time as field methods, students were able to use the science they learn in the classroom to collect samples and data. These samples and data collections are then inputted into the GIS program where the students can apply their critical thinking skills and analyze data. The study found considerable improvement in the student’s ability in data collection, data analysis, and an improvement in geographical analysis. GIS Inquiry and project based pedagogy allow the students to become more involved in their learning and engages them more than traditional teaching methods. Students are following a GIS workbook at a self-paced mastery program. As the students progress through the problems they are able to answer the questions easier and solve the problems though data analysis. And additional benefit of students learning GIS is it enhances their ability to view data spatially. Topographic Maps were introduced early in the year with a request for students to create a cross-section. Later in the year, students were asked to complete the same task on different more difficult map and showed increase ability and decreased level of difficulty. The data supports the conclusion that project based inquiry allows for better learning outcomes.