Using an Authentic Project Based Learning Framework to Support Integrated Geography Education Linked to Standards and Geospatial Competencies
Date
2017
Authors
Solis, Patricia
Huynh, Niem Tu
Carpenter, Daniel
de Newbill, Maria Adames
Journal Title
Journal ISSN
Volume Title
Publisher
The Grosvenor Center for Geographic Education
Abstract
As one of the most trans formative movements in 21st century education, project-based learning (PBL) shows broad promise for teaching and learning of geography with geospatial technologies that is not only effective but also meaningful. However, there is a paucity of research that investigates the value of an international component to PBL for transforming geography learning, particularly linked to national standards, geospatial competencies, or assessment rubrics. This pilot study leveraged a collaboration on open crowdsourced humanitarian mapping to analyze how authentic project-based learning classrooms can be connected internationally to support geographic and geospatial learning. Participants included faculty, undergraduates, and secondary students in both the U.S. and in Panama. Through observations of these learning spaces and interactions, the article identifies key mechanisms and assessments of project-based learning environments involving geospatial technologies. Results point to opportunities for further research that links structured, authentic PBL with efforts to advance "powerful" geographic learning.
Description
Keywords
geography, project-based learning, humanitarian mapping, geography education standards, geospatial competencies, international collaboration, Powerful Geography, YouthMappers
Citation
Solis, P., Huynh, N.T., Carpenter, D., & de Newbill, M.A. (2017). Using an authentic project based learning framework to support integrated geography education linked to standards and geospatial competencies. Research in Geographic Education, 19(2), pp. 36-65.