Developing a Program for High School STEM and SPED Teachers and Students to Learn GIS in the Context of Geology

Geology is a branch of geoscience, or earth science, that provides the capabilities to better understand the physical dynamics of our planet. This knowledge can be applied in a number of related disciplines, including geophysics, seismology, and geochemistry.

According to the US National Science Foundation (NSF), “The knowledge gained and the services provided by earth scientists help society cope with its environment in many ways. Their understanding about the structure, stratigraphy, and chemical composition of the earth’s crust helps us locate resources that sustain and advance our quality of life.”

While high school students can take some science courses, such as biology and chemistry, geology is rarely offered at the secondary school level, which leaves them unaware of the ongoing dynamic processes that form the earth itself.
 

Katayoun Mobasher, PhD, is a professor of geology and geographic information system (GIS) in the Institute for Environmental and Spatial Analysis at the University of North Georgia. To support geoscience learning and experiences for high school teachers throughout Georgia and for a better understanding of GIS technology, she and her team (Drs. Adrianna Rajkumar, Cristina Washell, Jeff Turk, and Sharon Hoffman) developed a program, including a hands-on workshop for those engaged in science, technology, engineering, and mathematics (STEM) and special education (SPED) instruction, called GeoEd.

“We wanted to create a workshop that exposed high school science teachers and others to the capabilities of GIS through geology,” says Mobasher. “This allowed them the opportunity to apply a technology new to them within the context of a scientific discipline in which they had familiarity.”
 

To fund the development of the workshop and other aspects of the program, the National Science Foundation awarded Mobasher with a GEOPaths Grant, award number 2119990. The intent of the workshop was to introduce STEM and SPED teachers to GIS and geoscience skills, as well as the related career opportunities that could be conveyed to their high school students. An aspect of the grant was to create an inclusive curriculum for students with a wide range of disabilities that may include diminished learning, physical, and sensory capabilities.
 

“The grant applies two approaches to introduce geosciences into Georgia’s high school STEM curricula,” says Mobasher. “The workshop was designed to provide high school teachers with an introduction to GIS in the context of geology to complement other classroom instruction in science. In addition, the Shadowing Research and Mentoring Program was implemented for those high school students taking STEM courses. We used it as a method to involve the students in geoscience research using geospatial technology.”

The workshop turned out to be highly successful. Comments one participant, “The workshop provided a comprehensive introduction to geographic information systems, a powerful tool for analyzing spatial data. Through hands-on activities and interactive sessions, I gained proficiency in using GIS software to create maps, visualize data, and solve real-world problems. The practical skills and resources provided have enhanced the quality and depth of instruction in my classroom.”

Mobasher and her team also developed the second approach specified in the grant as part of the program. This consisted of a two-week summer research and mentorship program for high school students in Georgia. There, students work closely with faculty mentors in teams of four, exploring various aspects of geology through hands-on research projects using ArcGIS technology. Projects included data modeling for groundwater contamination studies in South Georgia, investigating floral diversity and its relationship to the underlying geology in North Georgia, and monitoring changes in civil engineering projects in Savannah, Georgia. Data was collected using Survey123 and ArcGIS Field Maps apps, and analyzed with detailed maps created with ArcGIS Pro and ArcGIS Online.
 

ArcGIS StoryMaps stories were created to display the results for their final presentations. The program exposed high school students to new technology and research. Elina Flinn, a high school student and incoming senior at North Gwinnett High School, said, “This summer research program introduced me to GIS, allowing me to combine my passions for both environmental science and computer programming.”

As a result of the workshop and mentoring programs, Mobasher learned that many high school teachers were unaware of GIS and its capabilities. The surveys she and her team conducted indicated that teachers were interested in learning more about GIS and incorporating it into their STEM curricula, while students showed an interest in pursuing a GIS degree.

Field trips are an essential part of studying geology. They allow a level of engagement for a student well beyond the classroom, bridging academic work with on-site observations and investigations.

Unfortunately, the coordination and cost of organizing a field trip are often prohibitive. In addition, some students are physically unable to participate in a field trip.

These factors could diminish their interest in geology and related disciplines at a formative time in their education, leaving them with missed opportunities.

During the GeoEd workshop for teachers, physical field trips led by Dr. Bill Witherspoon and the project team were conducted with the participants to explore the geology of Georgia and to collect data in the development of an engaging virtual field trip as part of the NSF grant. Data was collected by observation and documented using drone imagery and other photographic techniques. The field trip details the geologic features found in a “walking tour" of the north-central section of Georgia, which is presented in an ArcGIS StoryMaps story format.

“Our team and the participants in the GeoEd program we developed are happy with the results and eager to continue their explorations in geology and GIS technology,” concludes Mobasher. “Through these efforts, we have also made strides in convincing school administrators of the benefits of implementing GIS into their curricula.”