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Learning Geospatial Concepts as Part of a Non-Formal Education Robotics Experience
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Author(s): Viacheslav Adamchuk (McGill University, Canada), Bradley S. Barker (University of Nebraska – Lincoln, USA), Gwen Nugent (University of Nebraska-Lincoln, USA), Neal Grandgenett (University of Nebraska at Omaha, USA), Megan Patent-Nygren (University of Nebraska-Lincoln, USA), Collin Lutz (Virginia Polytechnic Institute and State University, USA)and Kathy Morgan (University of Nebraska-Lincoln, USA)
Copyright: 2013
Pages: 17
Source title:
Geographic Information Systems: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-2038-4.ch082
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Abstract
In the increasingly modern and technological world, it has become common to use global navigation satellite system (GNSS), such as Global Positioning System (GPS), receivers, and Geographic Information Systems (GIS) in everyday life. GPS-equipped mobile devices and various Web services help users worldwide to determine their locations in real-time and to explore unfamiliar land areas using virtual tools. From the beginning, geospatial technologies have been driven by the need to make efficient use of natural resources. More recently, GPS-equipped autonomous vehicles and aircraft have been under development to facilitate technological processes, such as agricultural operations, transportation, or scouting, with limited or virtual human control. As outdoor robotics relies upon a number of principles related to science, technology, engineering, and mathematics (STEM), using such an instructional context for non-formal education has been promising. As a result, the Geospatial and Robotics Technologies for the 21st Century program discussed in this chapter integrates educational robotics and GPS/GIS technologies to provide educational experiences through summer camps, 4-H clubs, and afterschool programs. The project’s impact was assessed in terms of: a) youth learning of computer programming, mathematics, geospatial and engineering/robotics concepts as well as b) youth attitudes and motivation towards STEM-related disciplines. An increase in robotics, GPS, and GIS learning questionnaire scores and a stronger self-efficacy in relevant STEM areas have been found through a set of project-related assessment instruments.
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