Using Remote Sensing and Geospatial Technology for Climate Change Education

Research
TitleUsing Remote Sensing and Geospatial Technology for Climate Change Education
Publication TypeJournal Article
Year of Publication2014
AuthorsCox, H, Kelly, K, Yetter, L
JournalJournal of Geoscience Education
Volume62
Issue4
Pagination609 - 620
Date Published2014/11//
ISBN Number10899995
Keywords*Original 959, 1AWB, 2WAC, CLIMATIC changes -- Study & teaching, EARTH sciences -- Study & teaching, educational technology, Geography -- Study & teaching (Higher), GEOSPATIAL data, Image processing, Include, Include AWB, Include WAC, R1 FINAL INCLUDE, REMOTE sensing, Round 2 Include RRP, Round 2 Review 2 RRP, Round1 Include, Round2 Include WAC
Abstract

This curriculum and instruction paper describes initial implementation and evaluation of remote-sensing exercises designed to promote post-secondary climate literacy in the geosciences. Tutorials developed by the first author engaged students in the analysis of climate change data obtained from NASA satellite missions, including the LANDSAT, MODIS, ASTER, SSMIS, AIRS and GRACE instruments. The tutorials incorporated image processing technology through software such as ESRI's ArcGIS and ERDAS Imagine. The relative emphasis on the technological tools versus the application to improving knowledge about climate change was adjusted across implementation in three geography courses. The adjustment of the relative emphasis placed on four primary teaching and learning objectives provides a framework for considering adaptation of the exercises across the educational spectrum. For example, activities are already being designed to expand to secondary school and general elective undergraduate geography courses. Online material provides full details for implementation of each exercise and associated student-generated products. Pre- and post-course surveys provided student perspectives about the courses and their learning. Student performance on completion of the tutorials was monitored by the instructor and performance on independent course projects evaluated students' ability to learn and apply their knowledge and skills to problems of their choice. Survey and performance data illustrated that the tutorials were successful in meeting their intended learning objectives. Discussion highlights the unique opportunities these tutorials provided to engage introductory and advanced students in authentic and relevant analysis of satellite data to explore climate change.

Short TitleJournal of Geoscience Education

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