Date of Award
2010
Document Type
Thesis
Publication Status
Version of Record
Submission Date
October 2026
Abstract
The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development for teachers, and (d) evaluate teacher perceptions of the value of integrating GIS into their existing curricula. This study was quantitative and quasi-experimental in design. The samples consisted of 1,425 students from one middle school and 62 teachers from Palm Beach County School District. Two instruments were used in this study: student surveys and teacher feedback forms. Data from the student surveys indicated that students perceive their learning is enhanced by inclusion of GIS and GPS. Data from the teacher feedback forms revealed positive perceptions of the GIS/GPS program as an integrative tool for their existing curricula and a positive assessment of the GIS professional development training. The relationship between GIS instruction and student academic achievement was evaluated, measured by FCAT reading scores and final grades in science and social studies. The findings support the constructivist theory that students learn best when actively engaged in the process. In this study standardized FCAT reading test results and science and social studies grades corroborate the students' perceptions that GIS and GPS integration enhances their learning. Study results show FCAT reading scores were higher for GIS students than for non-GIS students. The research further indicated a significant increase in FCAT reading scores for non-native English speaking GIS students and a significantly higher average science grade for non-White GIS students.
Extent
xiv,158 p. : ill. (some col.)
Recommended Citation
Goldstein, Donna L., "Integration of geospatial technologies into K-12 curriculum" (2010). Electronic Theses and Dissertations 2010 - 2019. 113.
https://digitalcommons.fau.edu/etd_general_6/113
Identifier
FADT1927302
Comments
by Donna L. Goldstein.|Thesis (Ph.D.)--Florida Atlantic University, 2010.|Includes bibliography.|Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.|by Donna L. Goldstein.