Phase 3: Data Analysis
Prior to the beginning of
the study, students were instructed in both their math and science classes
about the distinction and appropriate uses of quantitative and qualitative
data. Using the file folders of data collected by each of the field
study groups and the associated photographs (saved onto a disc and loaded
into each research group’s directory on the school’s server),
the students assigned to the technology team entered the raw data into
Excel spreadsheets by field study group and GPS location. The Excel
spreadsheets were designed to handle both quantitative and qualitative
data. With the data entered, students were responsible for:
1) Explaining the nature
and structure of the data to their team when data is used to support
their research efforts,
2) Generating data tables and maps (using GIS) to support the analysis
of the data by the research groups, and
3) Creating figures and maps for incorporation into the final scientific
study report and associated PowerPoint presentations.
This phase runs concurrent
to Phase 2: Research. Research and technology group members interact
in order to brainstorm inquiry questions, analyze data, and develop
ideas for figures to support information in the final report and presentation.
Technology members participate fully in research group meetings at the
beginning and end of each workday. In this way, both technology members
and research members are informed about each other’s results,
efforts, and needs. Communication and documentation are key to the success
of each group.
Phase 4: Report and
Presentation Preparation
The product of this study
is a scientific report to the stakeholders in the Cherokee Ranch fire.
This report: 1) describes the study, 2) describes the fire, 3) describes
the current state of the burn area, and 4) makes recommendations for
future management of the burn area. Students prepare both a written
report and a formal presentation using PowerPoint and other visual media
such as models and poster boards containing enlarged maps, charts, tables,
and graphs. At the conclusion of the study, stakeholders will be invited
to a formal presentation and “fair” where students will
be stationed at booths ready to discuss their particular portion of
the study. Each research group will have a booth and prepare the materials
and PowerPoint presentation to be used at its booth. The final written
report will be delivered to each of the stakeholders.
In order to prepare students
for this portion of the study, John McKinney (science) and Ann Clark
(language arts) have been working with students on the techniques involved
in writing a scientific study (no creative writing here!). Students
have been careful to document their sources during their research so
that proper credit can be given in their final report. They have been
instructed on how to read a scientific article – using various
techniques to decipher complex scientific language – and in how
to construct a piece of technical, scientific writing. In geography
and history, Deb Fox-Gliessman is training students to use ESRI’s
GIS to develop map illustrations with hotlinks to field study photos
and Excel to create tables, charts and graphs. These products will be
available for both the printed report and the PowerPoint presentations.
Above:
Students quickly observe that oak and other shrubs had been growing
during the summer of 2004, resulting in plants that were over 1 meter
high.
Above: This tree, now cut in pieces,
has been determined to be the cause of the fire when in high winds it
fell on the power lines at right.
Outcomes and Conclusion
Academic Learning - Technology
Learning - Application to Real-Life Situations
The students participating
in the fire study recognized that, even though school usually emphasizes
compartmentalized learning, real-life is interdisciplinary. The academic
learning that is accomplished in doing a study such as this is extraordinary
because connections are made between multiple disciplines. Students
learned at a much higher cognitive level. The integration of spatial
technologies, such as GIS and GPS used in this study, proved to be a
relevant addition to an interdisciplinary unit of study. Using GIS allowed
students to discover linkages between spatial information such as elevation
and land use in a way that would not have been possible with paper maps.
Students have been enthusiastic about the fire study, and have had a
very real sense of ownership. They realized that they were the first
people to be allowed on the land after the fire, and that there were
no plans to bring anyone else on the land after the students had completed
their study. Consequently, they took the study quite seriously and treated
the environment with care. Additionally, they recognized the real-life
applications of the technologies used in their work. It simulated what
students will experience when they enter the workforce in four to eight
years where technology is integrated into everyday activities.
Firefighters
met with students at the burn area to demonstrate and discuss firefighting
techniques related to wildfires and specifically the Cherokee Ranch
fire.
Connections
to Community
In addition to creating learning
opportunities for students academically and technologically, this study
provided interested stakeholders with information and analysis related
to the Cherokee Ranch fire. The work was real and useful and had not
been conducted by any of the affected stakeholders. The results will
assist these groups in planning for the future of the burn area, protecting
it from further negative impacts from the fire (such as erosion), and
from future wildfire threats. While this study itself has proved to
be a service to the community, it has also afforded the students a unique
opportunity to interact with various members of their own community
– firefighters, land- and home-owners, business and government
representatives – who were either involved in the suppression
of the fire or impacted by it in other ways. It encourages students
to connect with and become actively involved in their own community.
Professional Growth
and Development for Teachers
As teachers, we continually
search for ways to improve the learning opportunities for our students
and improve our own abilities. This study stretches each of us, not
just in our own content areas, but in our interdisciplinary and pedagogical
skills as well. We continually reflect on: the progress and direction
of the study, the opportunities for learning for our students, and their
progress toward success in both academic and technology learning.
Our reflections have caused
us to revise and refine various aspects of the project and even to redesign
student activities to provide further opportunities for learning and
growth and to tailor activities to meet individual student needs.
As a result of this project
we are growing as individual teachers and as a team. We are improving
our ability to integrate our content areas, technology, and real-life
situations to provide our students with meaningful, authentic learning
experiences.
Acknowledgment
This project came about because
of a unique team of teachers who trusted each other so much that they
were willing to support each other in the development and implementation
of new learning “adventures” like this one. We therefore
thank Ann Clark, Kathy Granas, and John McKinney. The firefighters who
were directly involved in suppressing the Cherokee Ranch fire were accessible
and provided a great deal of information used in the study. They spent
time with the students and directly supported our fieldwork and research
phases. Various people in the administration of the Douglas County School
District helped us to overcome obstacles related to logistics and liability
issues and, as a result, made the field study possible. Specifically,
we have enjoyed the support of our assistant principals, Dr. Susan Hansen
and Mr. Gary Halstead. Many community leaders from Shea Homes, Denver
Parks and Recreation, and the Cherokee Ranch organization provided information
and support and have shown keen interest in our study and findings.
References
Baker, T. and & White,
S. (2003). The effects of G.I.S. on students' attitudes, self efficacy,
and achievement in middle school science classrooms. Journal of
Geography, 102(6), 243-254.
Kerski, J. (2003). The implementation
and effectiveness of geographic information systems technology in secondary
education. Journal of Geography, 102(3), 128-137.
Wigglesworth, J. (2000).
Spatial problem-solving strategies of middle school students: Wayfinding
with geographic information systems. (Doctoral dissertation, Boston
University, 2000). Dissertation Abstracts International, 60-12a,
4371.
About
the Authors
Joseph J. Kerski
serves as geographer at the US Geological Survey in Denver fostering
educational partnerships, teaching 40 workshops annually in science,
technology, and geography, writing curriculum that uses spatial data
and technologies, and conducting research in the implementation and
effectiveness of spatial technologies in education.
jjkerski@usgs.gov
Deb Fox-Gliessman
earned a Master of Arts degree in International Studies from the University
of Denver and currently teaches 7th and 8th grade geography and U.S.
history in Highlands Ranch, Colorado.
Deb.FoxGliessman@dcsdk12.org
Send Correspondence to:
US Geological Survey
Box 25046 - MS 507
Denver, CO 80225-0046, USA
http://rockyweb.cr.usgs.gov/public/outreach/
