Using Technology and Inquiry to Improve Student Understanding of Watershed Concepts

Autor/inn/en	Smith, Julie M.; Edwards, Patrick M.; Raschke, Jason
Titel	Using Technology and Inquiry to Improve Student Understanding of Watershed Concepts
Quelle	In: Journal of Geography, 105 (2006) 6, S.249-258 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
Schlagwörter	Program Design; Program Implementation; Program Evaluation; Geography Instruction; Water Quality; Student Attitudes; College Freshmen; Student Surveys; Computer Literacy; Inquiry; Achievement Gains; Pretests Posttests; Technology Integration; Improvement Programs; Environmental Research + Suchen Sie Ihr Suchwort? Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Geography education; Geography lessons; Geografieunterricht; Wasserqualität; Schülerverhalten; Studienanfänger; Schülerbefragung; Computerkenntnisse; Achievement gain; Leistungssteigerung; Effizienzsteigerung; Environmental study; Umweltforschung
Abstract	This paper presents the design, implementation and assessment of the Columbia River Basin Environmental Research Project (CERP) curriculum. CERP is an online inquiry-based, regional geographic curriculum designed to improve technology skills and content knowledge about water quality and watershed-level processes. Student attitudes and knowledge gains were assessed over a three-year period in a freshmen level general education inquiry class using pre- and post-surveys and work sample analysis. Results show students gained content knowledge, and Internet research and graphing skills. Our findings suggest that the CERP curriculum is effective in improving student understanding of complex environmental issues. (Author).
Anmerkungen	National Council for Geographic Education. Jacksonville State University, 206A Martin Hall, Jacksonville, AL 36265-1602. Tel: 256-782-5293; Fax: 256-782-5336; e-mail: ncge@ncge.org; Web site: http://www.ncge.org/publications/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10