Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.

中文翻译：

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地理空间探究课程对学生科技职业兴趣的影响

在线地理空间技术 (GST) 的进步扩大了 K-12 课堂的使用范围，这对教师有效整合 GST 以促进学习所需的支持产生了影响。之前的研究表明，GST 综合课程对学生参与度、空间思维技能和/或内容知识的影响；然而，大多数这些研究的范围和规模都很小，并且经常关注技术的可供性，而没有解决实施背景和商品及服务税对其影响最大的学生特征。我们试图解决其中一些差距。我们的计划通过促进者发展模式向全国受众扩展了有效的以商品及服务税为重点的专业学习和发展计划。本文探讨了导致学生对科学技术和这些领域职业感兴趣的学生特征和课程因素。在教授了教师研讨会期间创建的地理空间探究课程后，教师（n  = 82）提交了有关地理空间探究课程实施的课程和调查。对实施调查和经验教训进行评分，以符合高质量地理空间调查的原则。学生（n  = 1924）完成了一项课后回顾性调查，并指出了他们对科学技术的看法和态度因该课程而改变的程度。结果表明，教师消费税表现与学生成绩的提高相关。以前接触过科学活动的学生更有可能对科学和科学职业的兴趣和兴奋增加，但对技术职业的兴趣下降。以前接触过技术活动的学生对技术和技术职业的兴趣和兴奋增加，但对科学职业的兴趣下降。地理空间探究课程也对传统上在 STEM 领域代表性不足的学生产生了重大影响。参加课程后，女性学生表示对科学的参与度和兴趣更高，对科学职业的兴趣也更高。黑人或西班牙裔学生对科学和技术也表现出更高的兴趣和兴奋，而黑人学生对科学职业的兴趣略高。