Document Type
Paper Presentation
Start Date
5-10-2023 1:45 PM
End Date
5-10-2023 2:45 PM
Abstract
To prepare our next generation to face geospatial problems that have extreme time constraints (e.g., disasters, climate change) we need to create educational pathways that help students develop their geocomputational thinking skills. First, educators are central in helping us create those pathways, therefore, we need to clearly convey to them why and in which contexts this thinking is necessary. For that purpose, a new definition for geocomputational thinking is suggested that makes it clear that this thinking is needed for geospatial problems that have extreme time constraints. Secondly, we can not further burden educators with more demands, rather we should work with them to better understand the existing curricular context and implement sensible changes where it is most impactful. Lastly, the impacts of these implementations need to be carefully measured, and particularly in terms of broadening participation. A few examples are provided that show promise.
DOI
10.5703/1288284317669
Included in
Computer Sciences Commons, Curriculum and Instruction Commons, Data Science Commons, Educational Assessment, Evaluation, and Research Commons, Environmental Sciences Commons, Geography Commons, Secondary Education Commons
Solving Geospatial Problems under Extreme Time Constraints: A Call for Inclusive Geocomputational Education
To prepare our next generation to face geospatial problems that have extreme time constraints (e.g., disasters, climate change) we need to create educational pathways that help students develop their geocomputational thinking skills. First, educators are central in helping us create those pathways, therefore, we need to clearly convey to them why and in which contexts this thinking is necessary. For that purpose, a new definition for geocomputational thinking is suggested that makes it clear that this thinking is needed for geospatial problems that have extreme time constraints. Secondly, we can not further burden educators with more demands, rather we should work with them to better understand the existing curricular context and implement sensible changes where it is most impactful. Lastly, the impacts of these implementations need to be carefully measured, and particularly in terms of broadening participation. A few examples are provided that show promise.