<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602011000200005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Using Geographic Information Systems in science classrooms]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Whitaker]]></surname>
<given-names><![CDATA[Diane]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Colégio de Ensino Médio Southwest Guilford  ]]></institution>
<addr-line><![CDATA[Greensboro ]]></addr-line>
<country>EUA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2011</year>
</pub-date>
<numero>40</numero>
<fpage>51</fpage>
<lpage>68</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602011000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602011000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602011000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[This qualitative study examines GIS use in two North Carolina classrooms and illustrates several GIS lessons that span the gamut of worksheet type lessons to independent student research. Using Geographic Information Systems, GIS, in the science classroom has a variety of benefits which the associated literature describes. The teachers in this study report that GIS is a technology that a wide range of students enjoy using. Visual learners find GIS a way to establish and communicate relationships that may be difficult for them to communicate with words and this makes their learning more enjoyable and rewarding. GIS use allows teachers to simplify many science concepts and again appeal to visual learners. Earthquake and volcano location relative to plate boundaries is a good example that is illustrated in a model lesson here. Additionally, GIS technologies allow students to practice and enhance their inquiry and problem solving skills. Students must select appropriate data layers, produce a map that communicates clearly to an audience, and calculate values like perimeter and area. GIS maps can be used to help students generate research questions and then answer those questions. An example student project is also included. GIS is a multi-faceted technology that is ready for use in the science curriculum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este estudo qualitativo examina o uso do GIS em duas salas de aula da Carolina do Norte, EUA e ilustra uma gama de atividades realizadas para promover pesquisas independentes entre os estudantes. O uso do GIS na sala de aula de ciências possui vários benefícios descritos na literatura. Neste estudo os professores relataram que o GIS é uma tecnologia que os estudantes gostam de usar. Aprendizes visuais acham que o GIS é uma forma de estabelecer relações que podem ser difíceis de explicar com palavras, assim a aprendizagem deles é mais proveitosa e compensadora. O GIS permite ao professor simplificar muitos conceitos científicos. A localização de terremotos, vulcões e a relação com os limites das placas tectônicas é um exemplo do que foi usado em uma aula. Além disso, as tecnologias de GIS permitem que os estudantes pratiquem e melhorem suas habilidades de investigação e de resolução de problemas. Os estudantes selecionam várias camadas de dados para produzir mapas que comuniquem claramente, além de fazer cálculos como os de perímetros de área. Os mapas GIS podem ser vistos como uma tecnologia multifacetada pronta para o uso em currículos e ciências.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[GIS]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[Implementation]]></kwd>
<kwd lng="en"><![CDATA[Lessons]]></kwd>
<kwd lng="pt"><![CDATA[GIS]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Ciência]]></kwd>
<kwd lng="pt"><![CDATA[Implementação]]></kwd>
<kwd lng="pt"><![CDATA[Lições]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Using Geographic  Information Systems in science classrooms.</h2> <h3>Usando o Sistema de Informa&ccedil;&atilde;o Geogr&aacute;fica (GIS) em salas  de aula de ci&ecirc;ncias.</h3>     <p>&nbsp;</p> <h4>Diane Whitaker    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALIBRANDI]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[GIS as a tool in interdisciplinary environmental studies: Student, teacher, and community perspectives.]]></article-title>
<source><![CDATA[Meridian]]></source>
<year>1998</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AUDET]]></surname>
<given-names><![CDATA[R. H.]]></given-names>
</name>
<name>
<surname><![CDATA[ABEGG]]></surname>
<given-names><![CDATA[G. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Geographic Information Systems: Implications for problem solving.]]></article-title>
<source><![CDATA[Journal of Research in Science Teaching]]></source>
<year>1997</year>
<volume>33</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-45</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AUDET]]></surname>
<given-names><![CDATA[R. H.]]></given-names>
</name>
<name>
<surname><![CDATA[PARIS]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[GIS implementation model for schools: Assessing the critical concerns.]]></article-title>
<source><![CDATA[Journal of Geography]]></source>
<year>1997</year>
<volume>96</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>293-300</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAKER]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[WHITE]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The effects of G.I.S. on students' attitudes, self-efficacy and achievement in middle school science classrooms.]]></article-title>
<source><![CDATA[Journal of Geography]]></source>
<year>2003</year>
<volume>102</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>243-254</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BEDNARZ]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[LUDWIG]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Ten things higher education needs to know about GIS in primary and secondary education.]]></article-title>
<source><![CDATA[Transactions in GIS]]></source>
<year>1997</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>123-133</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRODA]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[BAXTER]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Using GIS and GPS technology as an instructional tool.]]></article-title>
<source><![CDATA[The Social Studies]]></source>
<year>2003</year>
<volume>94</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>158-160</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KEIPER]]></surname>
<given-names><![CDATA[T. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[GIS for elementary students: An inquiry into a new approach to learning geography.]]></article-title>
<source><![CDATA[Journal of Geography]]></source>
<year>1999</year>
<volume>98</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>47-59</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KERSKI]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The implementation and effectiveness of geographic information systems technology in secondary education.]]></article-title>
<source><![CDATA[Journal of Geography]]></source>
<year>2003</year>
<volume>102</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>128-137</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MEYER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[BUTTERICK]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[ZACK]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[GIS in the K-12 curriculum: A cautionary note.]]></article-title>
<source><![CDATA[Professional Geographer]]></source>
<year>1999</year>
<volume>51</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>571-578</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PATTERSON]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[REEVE]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[PAGE]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Integrating geographic information systems into the secondary curricula.]]></article-title>
<source><![CDATA[Journal of Geography]]></source>
<year>2003</year>
<volume>102</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>275-281</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WEST]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Student attitudes and the impact of GIS on thinking skills and motivation.]]></article-title>
<source><![CDATA[]]></source>
<year></year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
