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Can school children support ecological research? Lessons from the Oak Bodyguard citizen science project / Bastien Castagneyrol in Citizen Science: Theory and Practice, vol 5 (2020)  

Public [article]  inCitizen Science: Theory and Practice > vol 5 (2020) . - n° 10, pp. 1–11 Titre : Can school children support ecological research? Lessons from the Oak Bodyguard citizen science project Type de document : Article/Communication Auteurs : Bastien Castagneyrol, Auteur ; Elena Valdés-Correcher, Auteur ; Audrey Bourdin, Auteur ; Luc Barbaro, Auteur ; Olivier Bouriaud , Auteur ; et al., Auteur Année de publication : 2020 Projets : COTE / Article en page(s) : n° 10, pp. 1–11 Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Société de l'information [Termes IGN] écosystème [Termes IGN] enseignement secondaire [Termes IGN] erreur de mesure [Termes IGN] qualité des données [Termes IGN] science citoyenne Résumé : (auteur) Scientific knowledge in the field of ecology is increasingly enriched by data acquired by the general public participating in citizen science (CS) programs. Yet, doubts remain about the reliability of such data, in particular when acquired by schoolchildren. We built upon an ongoing CS program, Oak Bodyguards, to assess the ability of schoolchildren to accurately estimate the strength of biotic interactions in terrestrial ecosystems. We used standardized protocols to estimate attack rates on artificial caterpillars and insect herbivory on oak leaves. We compared estimates made by schoolchildren with estimates made by professional scientists who had been trained in predation and herbivory assessments (henceforth, trained scientists), and trained scientists’ estimates with those made by professional scientists with or without expertise (untrained) in predation or herbivory assessment. Compared with trained scientists, both schoolchildren and untrained professional scientists overestimated attack rates, but assessments made by the latter were more consistent. Schoolchildren tended to overestimate insect herbivory, as did untrained professional scientists. Raw data acquired by schoolchildren participating in CS programs therefore require several quality checks by trained professional scientists before being used. However, such data are of no less value than data collected by untrained professional scientists. CS with schoolchildren can be a valuable tool for carrying out ecological research, provided that the data itself is acquired by professional scientists from material collected by citizens. Numéro de notice : A2020-331 Affiliation des auteurs : non IGN Thématique : BIODIVERSITE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.5334/cstp.267/ Date de publication en ligne : 18/03/2020 En ligne : https://doi.org/10.5334/cstp.267/ Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=96853 [article]

Enhancing knowledge, skills, and spatial reasoning through location-based mobile learning / Christian Sailer (2020)  

Public Titre : Enhancing knowledge, skills, and spatial reasoning through location-based mobile learning Type de document : Thèse/HDR Auteurs : Christian Sailer, Auteur Editeur : Zurich : Eidgenossische Technische Hochschule ETH - Ecole Polytechnique Fédérale de Zurich EPFZ Année de publication : 2020 Collection : Dissertationen ETH num. 26817 Importance : 289 p. Format : 21 x 30 cm Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Géomatique web [Termes IGN] analyse géovisuelle [Termes IGN] apprentissage (cognition) [Termes IGN] enseignement secondaire [Termes IGN] plateforme logicielle [Termes IGN] programme interactif [Termes IGN] raisonnement spatial Résumé : (auteur) Location-based mobile learning (LBML) involves learning in and about locations in order to explore, analyze, describe, and evaluate phenomena in authentic learning experiences and incorporate them into the real world. Learners gain an understanding of boththe immediate environment using all the senses and the spatial perception to create a holistic impression of the environmental phenomena. Mobile mapping technologies and location-based services are utilized to link learning contents to specific locations as stories, tasks, or assignments. A large number of research projects on mobile learning have investigated LBML systems and LBML approaches with regard to learner satisfaction, usability and efficiency. The projects achieved predominantly positive results regarding motivation and engagement but only fragmented results regarding the cognitive learning outcomes.This dissertation describes how an LBML system utilizing GIS technology enhances the educational learning outcomes with a special focus on the spatial thinking process. Furthermore, this dissertation describes novel approaches of visual analytics with 2D and 3D map web components to produce new teaching strategies during the activities and new metacognitive strategies to evaluate and reflect the activity. The study presented in this dissertation covers case studies in universities, vocational schools, and informal education environments using design-based research to develop a mobile-friendly interactive mapping platform. Furthermore, the platform includes multimedia capabilities and interfaces to connect external services and content. The main study was conducted in a secondary school under real conditions and evaluated the technology regarding the learning performance and the teaching activities before, during, and after the activity. The results reveal a better cognitive learning outcome in classroom exams when a teaching sequence of several weeks includes an outdoor activity of a double lesson. Moreover, there is potential for enhancing learning beyond the outdoor part to improve spatial reasoning. Long-term self-assessment of the learners, however, resulted in no impact, whether cognitively or affectively. The workload for outdoor teaching compared to classroom teaching is higher mainly due to the profound inspections of the location. The findings and their implications for research and teacher education were discussed in order to corroborate the educational value of LBML to motivate educators using LBML strategies for teaching. Numéro de notice : 17657 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Thèse étrangère Note de thèse : doctoral thesis : Geomatics : ETH Zurich : 2020 En ligne : http://dx.doi.org/10.3929/ethz-b-000458558 Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=97924

Initiatives for Providing Data and Tools for Research and Education: EuroSDR survey / Bénédicte Bucher (2020)  

Public Titre : Initiatives for Providing Data and Tools for Research and Education: EuroSDR survey Type de document : Rapport Auteurs : Bénédicte Bucher , Auteur ; Markéta Potůčková, Auteur ; Joep Crompvoets, Auteur Editeur : Dublin : European Spatial Data Research EuroSDR Année de publication : 2020 Collection : Survey Report Importance : 22 p. Format : 21 x 30 cm Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Géomatique [Termes IGN] accès aux données localisées [Termes IGN] apprentissage (cognition) [Termes IGN] données localisées [Termes IGN] enquête [Termes IGN] enseignement secondaire [Termes IGN] Europe (géographie politique) [Termes IGN] formation [Termes IGN] géoportail [Termes IGN] géosciences [Termes IGN] gestion de la qualité [Termes IGN] qualité des données [Termes IGN] urbanisme Résumé : (auteur) Geographical data and analysis are a key asset in different domains of education, from primary school to high education and life-long learning, and of research like geography, history, urbanism or environmental science, among others. Engaging with these user communities is part of the mission of many EuroSDR members. It is also a precious investment to improve data value and reusability. Firstly, the education community can give relevant feedback on the data usability from their pedagogical perspectives, scientific users can comment on quality documentation as they need to adopt a critical perspective on results obtained with data and students learn to use such complex data before they go into the work force where they may promote their usage. Second, all these users can help data providers investigate the design of new products to answer emerging needs. Three commission chairs of EuroSDR (Commission 4 Information usage, Commission 5 Business models and operations and Commission 6 Knowledge transfer) launched a survey on the provision of data and tools for research and education purposes on 13th May 2019. The objective of the survey was to study existing initiatives in terms of practices and projects at EuroSDR organizations to provide data and tools to pupils, students, teachers, and scientists for research and/or education purposes. A questionnaire was sent to all the delegates of EuroSDR who represent national mapping and cadastral agencies (NMCAs). The respondents were asked to describe their potential initiatives by using a standardized template format, which is in the Annexe 1 of this report. The respondents could describe as many initiatives as relevant for the provision of their data and tools. The deadline was set for 1st July 2019. The answers were compiled and reported in a first draft. As the answer rate was rather low, the draft report was circulated in Spring 2020 again. The first section of this report presents an overview of the results obtained from this survey and the next section presents them more in details using the same structure as the questions of the template. Note de contenu : 1- Introduction 2- Overview of the results obtained to the survey 3- Detailed presentation of results obtained to the survey Numéro de notice : 25996 Affiliation des auteurs : UGE-LASTIG+Ext (2020- ) Thématique : GEOMATIQUE Nature : Rapport d'étude technique nature-HAL : Rapport DOI : sans En ligne : http://www.eurosdr.net/publications/survey-report-initiatives-providing-data-and [...] Format de la ressource électronique : URL Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=96878

The impact of map type on the level of student map skills / Lenka Havelková in Cartographica, vol 53 n° 3 (Fall 2018)  

Public [article]  inCartographica > vol 53 n° 3 (Fall 2018) . - pp 149 - 170 Titre : The impact of map type on the level of student map skills Type de document : Article/Communication Auteurs : Lenka Havelková, Auteur ; Martin Hanus, Auteur Année de publication : 2018 Article en page(s) : pp 149 - 170 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Cartographie thématique [Termes IGN] carte choroplèthe [Termes IGN] cartographie des flux [Termes IGN] conception cartographique [Termes IGN] diagramme [Termes IGN] enseignement secondaire [Termes IGN] enseignement supérieur [Termes IGN] lecture de carte [Termes IGN] République Tchèque [Termes IGN] sémiologie graphique [Termes IGN] utilisateur civil Résumé : (Auteur) Thematic maps are becoming increasingly important in the current information age, and therefore they have become part of the everyday life of the wider public. Given the number of mapping methods used in thematic cartography, the question arises of what extent the utilized method influences a user’s map use level. For this reason, research has been undertaken with 392 students in the 17–20 age group with the aim of identifying and clarifying the influence of the mapping methods used (specifically choropleth mapping, diagram mapping, qualitative and quantitative line symbols, and area shading). The results have shown that the students were less successful with maps that used quantitative mapping methods than with maps using qualitative or both qualitative and quantitative mapping methods. The differences were most significant in the case of the cognitively demanding map interpretation skill, especially due to the students’ problematic understanding of the very essence of the quantitative methods. The different natures of the tested mapping methods also probably accounted for the identification of various factors explaining the differences in the levels of the work with the given thematic maps among the individual tested students. Numéro de notice : A2018-674 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.3138/cart.53.3.2017-0014 Date de publication en ligne : 01/10/2018 En ligne : https://doi.org/10.3138/cart.53.3.2017-0014 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=91203 [article]

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
031-2018031	SL	Revue	Centre de documentation	Revues en salle	Disponible

FabSpace 2.0, utilisation d'images d'observation de la terre et des océans en classe / Josiane Mothe in Ingénierie des systèmes d'information, ISI : Revue des sciences et technologies de l'information, RSTI, vol 22 n° 5 (septembre - octobre 2017)  

Public [article]  inIngénierie des systèmes d'information, ISI : Revue des sciences et technologies de l'information, RSTI > vol 22 n° 5 (septembre - octobre 2017) . - pp 91 - 104 Titre : FabSpace 2.0, utilisation d'images d'observation de la terre et des océans en classe Type de document : Article/Communication Auteurs : Josiane Mothe, Auteur ; Guillaume Rieu, Auteur Année de publication : 2017 Article en page(s) : pp 91 - 104 Note générale : Bilbliographie Langues : Français (fre) Descripteur : [Vedettes matières IGN] Formation [Termes IGN] Copernicus (programme européen) [Termes IGN] enseignement secondaire [Termes IGN] image satellite Résumé : (auteur) Le projet FabSpace 2.0 vise à faire des universités des centres d'innovation ouverte pour leur région et à améliorer leur contribution à la performance socio-économique et environnementale de la société. Pour atteindre ces objectifs généraux, le projet FabSpace 2.0 propose de se concentrer sur un domaine de recherche ayant un impact socio-économique attendu élevé : l'innovation axée sur les données, avec une attention particulière aux données d'observation de la Terre issues du programme Copernicus. Dans cet article, après avoir présenté les objectifs généraux du projet FabSpace 2.0 et la plateforme technique utilisée dans le projet FabSpace, nous présenterons une utilisation possible dans le cadre de l'enseignement. Cette plateforme propose en effet des espaces de travail thématiques qui peuvent servir de support pour collecter et visualiser des phénomènes particuliers liés à des éléments géolocalisés. Numéro de notice : A2018-250 Affiliation des auteurs : non IGN Thématique : IMAGERIE Nature : Article DOI : 10.3166/isi.22.5.91-104 En ligne : https://dx.doi.org/10.3166/isi.22.5.91-104 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=90310 [article]

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
093-2017051	SL	Revue	Centre de documentation	Revues en salle	Disponible

Géomatique et enseignement secondaire / Cyrille Chopin in Ingénierie des systèmes d'information, ISI : Revue des sciences et technologies de l'information, RSTI, vol 22 n° 5 (septembre - octobre 2017)

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Un apprentissage ludique et pratique, sinon rien ? / Fanny Perrin d'Arloz in SIGmag, n° 6 (octobre 2015)

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Faire de la cartographie au lycée, ou l'impossible "croquis de géographie" du bac / Cécile Marin in Carto, le monde en cartes, n° 19 (septembre - octobre 2013)

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Smartphone-based school atlases? / José Jesus Reyes Nunez in Cartographica, vol 48 n° 2 (June 2013)  

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Using GIS to tackle chronic absenteeism / Jim Baumann in GEO: Geoconnexion international, vol 12 n° 4 (april 2013)

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Re-centring geoinformation in secondary education: Toward a spatial citizenship approach / I. Gryl in Cartographica, vol 47 n° 1 (March 2012)  

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Cartographie scolaire : Simplifier sans fausser / Cécile Marin in Carto, le monde en cartes, n° 7 (septembre - octobre 2011)

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Modèles graphiques et représentations spatiales / Yves André (1990)

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New trend of the school atlases in Japan / K. Kanazawa in Annuaire international de cartographie, n° 27 (1987)

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Higher-order map-using tasks : a contribution from geographical education / H.A. Sandford in Annuaire international de cartographie, n° 26 (1986)

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