Maps, Earth Apps and Land Images: Different Tools for Different Skills

2021 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Earth Science ◽  
Google Earth ◽  
Digital Tools ◽  
Topographic Maps ◽  
Second Grade ◽  
Large Area ◽  
School Students ◽  
Geography Teaching ◽  
The Earth ◽  
Depth Analysis

An analysis carried out on first (11-14) and second grade (14-18) Italian secondary school students and an in-depth analysis carried out in recent years, during the in the different stages of regional and national selections of the Earth Sciences Olympics, and particularly with the students participating in the learning week organized for who will make up the Italian team of the IESO -International Olympiad of Earth Science, highlighted widespread difficulties in the analysis of topographic maps. The decreasing diffusion of geography teaching in Italian schools, the increasing use of digital tools, apps and software, such as Google Earth and navigators, free and easy to use, has made the use of the topographic maps, and of the various thematic ones, among the students, substantially obsolete. If the use of digital tools has promoted digital skills, ease of orientation, even greater security in discovering new places, it is leading meanwhile to the loss of skills of observation, analysis and understanding of the context, that only the view of a large area included in a map and not in a few inches of a screen, can give. In reality, both resources constitute a formidable tool, not only for the discovery and knowledge of the territory, but for the growth of specific skills, which are crucial for the knowledge of a territory, but also indispensable in scientific research. In this research we analyse tools, models and pathways, which foresee the integration of the two resources, and which skills their integrated use can implement.

scholarly journals Potencialidades da ferramenta Google My Maps para o ensino de geografia em Portugal (Google My Maps tool for teaching geography in Portugal)

2020 ◽  
Vol 14 ◽  
pp. 3776013
Author(s):  
Luiz Martins Junior ◽  
Rosa Elisabete Militz Wypyczynski Martins ◽  
Marcia Vidal Candido Frozza
Keyword(s):  
Collaborative Research ◽  
School Context ◽  
Digital Technologies ◽  
Sao Paulo ◽  
Google Earth ◽  
São Paulo ◽  
Porto Alegre ◽  
School Students ◽  
Doctoral Research ◽  
Geography Teaching

This article is an offshoot of a doctoral research on digital technologies, focusing on the use of the Google My Maps tool in the teaching of Geography, which was carried out in a practice that focused on the construction of maps on the cartography of Portugal, conceived in a perspective of a qualitative collaborative research involving twenty-eight secondary school students from a public school in Carcavelos - Portugal, in 2018. In general, the organization of this practice indicated that this tool has a good didactic potential and has versatility of use to develop the main notions of school cartography and contents about the Geography of Portugal. In addition, the importance of the use of technologies in the school context was emphasized, which enhances the use of new languages and approaches to teach and learn Geography.Resumo Esse artigo é um desdobramento de uma pesquisa de doutorado sobre a temática tecnologias digitais, concentrada na utilização da ferramenta Google My Maps no ensino de Geografia que se efetivou em uma prática que teve como foco a construção de mapas sobre a cartografia de Portugal, concebida numa perspectiva de investigação qualitativa de natureza colaborativa, envolvendo vinte e oitos estudantes do ensino secundário de uma escola pública de Carcavelos – Portugal, em 2018. Em linhas gerais, a organização desta prática indicou que esta ferramenta tem um bom potencial didático e apresenta versatilidade de uso para desenvolver as noções principais da cartografia escolar e conteúdos sobre a Geografia de Portugal. Ademais, ficou evidenciada a importância do uso das tecnologias no contexto escolar que potencializa o uso de novas linguagens e abordagens para ensinar e aprender Geografia.Palavras-chave: Ensino de geografia, Tecnologias digitais, Práticas Pedagógicas.Keywords: Geography teaching, Digital technologies, Pedagogical practices.ReferencesADRIÃO, Daniel. Um novo paradigma educativo para Portugal no século XXI. Editora: Educanologu, 2018. ALMEIDA, Maria Elizabeth Bianconcini; VALENTE, José. Armando. Tecnologias e Currículo: trajetórias convergentes ou divergentes? São Paulo: Paulus, 2011.CAVALCANTI, Lana de Souza; SOUZA, Vanilton Camilo de. A pesquisa colaborativa na formação de professores de Geografia e seus desdobramentos no ensino. In: MARTINS, Rosa Elisabete Militz Wypyczynki (Org.). Ensino de Geografia no contemporâneo: experiências e desafios. Santa Cruz do Sul: EDUNISC, 2014.CLAUDINO, Sergio; SPINELLI, Flavia. Educación geográfica y ciudadanía: un abordaje reflexivo. In: MIGUEL GONZÁLEZ, Rafael; LÁZARO Y TORRES; GAITE, María Jesus Marrón. (Eds.). La educación geográfica digital. Zaragoza: Grupo de Didáctica de la Geografía de la Asociación de Geógrafos Españoles y Universidad de Zaragoza, 2012. p. 49-58.COSTA, Fernando Albuquerque. Tecnologias em Educação – um século à procura de uma identidade. In: COSTA, Fernando Albuquerque et al. (Org.). As TIC na Educação em Portugal: concepções e práticas. Porto: Porto Editora, 2007.FAVA, Rui. Educação para o século XXI: a era do indivíduo digital. São Paulo: Saraiva, 2014.FLICK, Uwe. Introdução à pesquisa qualitativa. 3. ed. Porto Alegre: Artmed, 2009.GIORDANI, Ana Claudia et al. Tecnologias de informação e comunicação disponíveis no ciberespeaço para ensinar e aprender geografia. In: GIORDANI, Ana Claudia et al. (Orgs.) Aprender geografia: a vivência como metodologia. Porto Alegre: Evangraf, 2014.GÓMEZ, Àngel Pérez. Educação na era digital: a escola educativa. Porto Alegre: Penso, 2015.IBIAPINA, Ivana Maria Lopes de Melo. Pesquisa colaborativa: investigação, formação e produção do conhecimento. São Paulo: Liber Libros, 2008.JONASSEN, David H. Computadores, ferramentas cognitivas: desenvovler o pensamento crítico nas escolas. Tradutor: Ana Rosa Gonçalves, Sandra Fradão, Maria Francisca Soares. Porto: Porto Editora, 2007. LUQUE, Ricardo Manuel. El uso de la cartografía y la imagen digital como recurso didáctico en la enseñanza secundaria. Algunas precisiones en torno a Google Earth. Boletín de la Asociación de Geógrafos Españoles, n. 55, p. 183-210, 2011.PORTUGAL, Programa Curricular do Ensino Secundário.  Secretaria da Educação básica. Portugal: Ministério da Educação/Direção geral da Educação, 2017.SILVA, Marco; CLARO, Tatiana. A docência online e a pedagogia da transmissão. Boletim Técnico do SENAC, Revista Educação, v. 33, p. 81-89, 2007. Disponível em <http://www.academia.edu/4975684/A_DOC%C3%8ANCIA_ONLINE_E_A_PEDAGO GIA_DA_TRANSMISS%C3%83O> Acesso em 10 nov. 2019.TONINI, Ivaine Maria. Movimentando-se pela Web 2.0 para ensinar Geografia. In: CASTROGIOVANNI, A. C.; TONINI, Ivaine Maria; KAERCHER, Nestor; COSTELLA, Roselane Zordan. (Org.). Movimentos no ensinar Geografia. Porto Alegre: Compasso, Lugar-cultura/Imprensa Livre, 2013.TONINI, Ivaine Maria. Os meios de comunicação, tecnologias digitais e práticas escolares de Geografia. Revista da Faculdade Santo Agostinho, 2014.TONINI, Ivaine Maria; KAERCHER, Nestor, GIORDANI, Ana Claudia Carvalho, CASTROGIOVANNI, Antônio Carlos; COSTELLA, Roselane Zordan. Aprender a ensinar Geografia: a vivência como metodologia. Porto Alegre: Evangraf, 2014.e3776013

STUDY OF ENVIRONMENTAL AWARENESS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR GENDER AND ACADEMIC STREAM

2015 ◽  
Vol 3 (2) ◽  
pp. 262-265
Author(s):  
Dr.Navdeep Kaur
Keyword(s):  
Environmental Education ◽  
Natural Resources ◽  
Large Scale ◽  
Human Life ◽  
Environmental Awareness ◽  
Human Beings ◽  
School Students ◽  
The Earth ◽  
Stages Of Learning ◽  
The Masses

Since its evolution environment has remained both a matter of awe and concern to man. The frontier attitude of the industrialized society towards nature has not only endangered the survival of all other life forms but also threatened the very existence of human life. The realization of such potential danger has necessitated the dissemination of knowledge and skill vis-a-vis environment protection at all stages of learning. Therefore, learners of all stages of learning need to be sensitized with a missionary zeal. This may ensure transformation of students into committed citizens for averting global environment crisis. The advancement of science and technology made the life more and more relaxed and man also became more and more ambitious. With such development, human dependence on environment increased. He consumed more resources and the effect of his activities on the environment became more and more detectable. Environment covers all the things present around the living beings and above the land, on the surface of the earth and under the earth. Environment indicates, in total, all of peripheral forces, pressures and circumstances, which affect the life, nature, behaviour, growth, development and maturation of living beings. Irrational exploitation (not utilization) of natural resources for our greed (not need) has endangered our survival, and incurred incalculable harm. Environmental Education is a science, a well-thought, permanent, lasting and integrated process of equipping learning experiences for getting awareness, knowledge, understanding, skills, values, technical expertise and involvement of learners with desirable attitudinal changes about their relationship with their natural and biophysical environment. Environmental Education is an organized effort to educate the masses about environment, its functions, need, importance, and especially how human beings can manage their behaviour in order to live in a sustainable manner.  The term 'environmental awareness' refers to creating general awareness of environmental issues, their causes by bringing about changes in perception, attitude, values and necessary skills to solve environment related problems. Moreover, it is the first step leading to the formation of responsible environmental behaviour (Stern, 2000). With the ever increasing development by modern man, large scale degradation of natural resources have been occurred, the public has to be educated about the fact that if we are degrading our environment we are actually harming ourselves. To encourage meaningful public participation and environment, it is necessary to create awareness about environment pollution and related adverse effects. This is the crucial time that environmental awareness and environmental sensitivity should be cultivated among the masses particularly among youths. For the awareness of society it is essential to work at a gross root level. So the whole society can work to save the environment.

scholarly journals The Key Reason of False Positive Misclassification for Accurate Large-Area Mangrove Classifications

2021 ◽  
Vol 13 (15) ◽  
pp. 2909
Author(s):  
Chuanpeng Zhao ◽  
Cheng-Zhi Qin
Keyword(s):  
False Positive ◽  
Classification Scheme ◽  
Abundant Species ◽  
Google Earth ◽  
Large Area ◽  
Local Characteristics ◽  
Current Classification ◽  
Standard Classification ◽  
Selected Subset ◽  
Time Series Images

Accurate large-area mangrove classification is a challenging task due to the complexity of mangroves, such as abundant species within the mangrove category, and various appearances resulting from a large latitudinal span and varied habitats. Existing studies have improved mangrove classifications by introducing time series images, constructing new indices sensitive to mangroves, and correcting classifications by empirical constraints and visual inspections. However, false positive misclassifications are still prevalent in current classification results before corrections, and the key reason for false positive misclassification in large-area mangrove classifications is unknown. To address this knowledge gap, a hypothesis that an inadequate classification scheme (i.e., the choice of categories) is the key reason for such false positive misclassification is proposed in this paper. To validate this hypothesis, new categories considering non-mangrove vegetation near water (i.e., within one pixel from water bodies) were introduced, which is inclined to be misclassified as mangroves, into a normally-used standard classification scheme, so as to form a new scheme. In controlled conditions, two experiments were conducted. The first experiment using the same total features to derive direct mangrove classification results in China for the year 2018 on the Google Earth Engine with the standard scheme and the new scheme respectively. The second experiment used the optimal features to balance the probability of a selected feature to be effective for the scheme. A comparison shows that the inclusion of the new categories reduced the false positive pixels with a rate of 71.3% in the first experiment, and a rate of 66.3% in the second experiment. Local characteristics of false positive pixels within 1 × 1 km cells, and direct classification results in two selected subset areas were also analyzed for quantitative and qualitative validation. All the validation results from the two experiments support the finding that the hypothesis is true. The validated hypothesis can be easily applied to other studies to alleviate the prevalence of false positive misclassifications.

scholarly journals How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies

ZDM ◽  
2021 ◽  
Author(s):  
Sebastian Rezat
Keyword(s):  
Quantitative Research ◽  
Conceptual Development ◽  
Large Body ◽  
Learning Processes ◽  
Mathematics Textbooks ◽  
School Students ◽  
Mathematics Textbook ◽  
Depth Analysis ◽  
Probability Task ◽  
Automated Feedback

AbstractOne of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.

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