A Conceptual Framework for the Development of Curricular Supports for Phenomena-Based Teaching Using Geospatial Technology

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council (NRC), 2012) identifies ta new vision for K-12 science learning. Phenomena-based, storyline learning is an instructional strategy used to successfully achieve these new goals in science education. The Framework (NRC, 2012) also indicates students must engage with technology to build practical knowledge and skills that will be applicable outside of the classroom. Geospatial technologies may serve as platforms for students to develop some of these skills, specifically the evaluation and analysis of data and an improved conception of space. While both geospatial technology and phenomena-based, storyline learning hold promise for students, the literature lacks connections between them. This project was designed to investigate how the literature informs a conceptual framework that aids the development of curricular supports for educators teaching with geospatial technology and phenomena-based, storyline methods. This work began with a literature review that investigated important principles from the fields of K-12 science education, geospatial technology, curriculum support, and technological acceptance. The final product is a conceptual framework that backs the development of curricular supports for phenomena-based, storyline learning for geospatial technology. Through the conceptual framework, I present connections between the various fields that inform curricular development. I conclude with a discussion on the limitations and benefits of the conceptual framework analysis process, along with recommendations for future work.