Development of Instruments to Assess Students’ Spatial Learning Attitudes (SLA) and Interest in Science, Technology and Geospatial Technology (STEM-GEO)

Alec Bodzin,Qiong Fu,Thomas Hammond,William Farina

doi:10.12973/ijem.6.1.67

Abstract

<p>Two new instruments were created to assess secondary students’ (ages 14-18) spatial learning attitudes and their interest in science and technology, related careers ideas and perceptions about geospatial technologies. These instruments were designed to evaluate the outcomes of a geospatial learning curriculum project. During a two-year period, we explored the use of these instruments during the prototype testing and pilot testing of a series of socio-environmental science investigations. The instruments were implemented with 664 ninth grade urban students from a population traditionally underrepresented in STEM-related fields. Both classical and Rasch analyses were conducted each year to optimize the instruments. The resulting 24-item Student Interest in Science, Technology and Geospatial Technology (STEM-GEO) measure and 9-item Spatial Learning Attitudes (SLA) measure had high internal consistency reliabilities (Cronbach’s Alpha) as well as acceptable Rasch reliabilities. Content validity and construct validity evidence were also summarized and discussed.</p>

Highlights

IntroductionGeospatial thinking and reasoning skills are essential for occupations in which geospatial analysis skills for solving problems is either critical to the job or enhances occupational competence where there is a heavy reliance on cognitive thinking skills that include knowledge about geospatial relations and geospatial reasoning skills (Goodchild & Janelle, 2010; NRC, 2006)
The U.S Department of Labor has identified geospatial technology as a sector “projected to add substantial numbers of new jobs to the economy or affect the growth of other industries or are being transformed by technology and innovation requiring new sets of skills for workers” (National Geospatial Advisory Committee, 2012, p. 4)
Curriculum that integrates geospatial technologies are viewed as an important mechanism for promoting spatial thinking skills development, spatial knowledge, and classroom engagement (Milson, Demirci, & Kerski, 2012; Battista & Manaugh, 2017; Rickles, 2017; Wise, 2018; Zwartjes, 2018; Liu, et al, 2019). To address these needs and build upon earlier findings, we developed a curriculum project aimed at secondary students who are typically underrepresented in STEM-related fields to provide them with technology-rich geospatial learning experiences to develop their content knowledge about important environmental issues and promote thinking and reasoning skills that are needed for entering the STEM workforce

Summary

Introduction

Geospatial thinking and reasoning skills are essential for occupations in which geospatial analysis skills for solving problems is either critical to the job or enhances occupational competence where there is a heavy reliance on cognitive thinking skills that include knowledge about geospatial relations and geospatial reasoning skills (Goodchild & Janelle, 2010; NRC, 2006) These skills involve important scientific practices highlighted in the Generation Science Standards [NGSS] (NGSS Lead States, 2013), and include data manipulation, analysis, data mining, and modeling that provoke and require critical thinking and problem solving that are connected to data referenced to Earth’s surface or to the Earth’s representation through map and globe visualizations (Huynh & Sharpe, 2013). Science curricula that engage students to collect and analyze data, consider multiple hypotheses, and solve problems allow students to rehearse important skills that help prepare them for career opportunities and lifelong learning (National Research Council, 2011; National Science Board, 2015)

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