Integrating GIS in the Middle School Curriculum: Impacts on Diverse Students' Standardized Test Scores

被引：32

作者：

Goldstein, Donna ^{[1
]}

Alibrandi, Marsha ^{[2
,3
]}

机构：

[1] Palm Beach Cty Sch Dist, W Palm Beach, FL USA

[2] Fairfield Univ, Grad Sch Educ & Allied Profess, Fairfield, CT 06430 USA

[3] N Carolina State Univ, Raleigh, NC 27695 USA

来源：

JOURNAL OF GEOGRAPHY | 2013年 / 112卷 / 02期

关键词：

assessment; attitudes; geographic information systems; technology; diversity;

D O I：

10.1080/00221341.2012.692703

中图分类号：

P9 [自然地理学]; K9 [地理];

学科分类号：

0705 ; 070501 ;

摘要：

This case study conducted with 1,425 middle school students in Palm Beach County, Florida, included a treatment group receiving GIS instruction (256) and a control group without GIS instruction (1,169). Quantitative analyses on standardized test scores indicated that inclusion of GIS in middle school curriculum had a significant effect on student achievement on both high stakes Florida Comprehensive Achievement Test (FCAT) reading scores and on final course grades in science and social studies. The most significant increases were found among the English language learners (ELLs).

引用

页码：68 / 74

页数：7

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