Remote sensing in schools

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The term remote sensing in schools generally describes the integration of remote sensing into school lessons. On the one hand, it can be remote sensing data such as photographic, digital or microwave-based aerial and satellite images, and on the other hand remote sensing methods such as resampling, classification of land surfaces and time series analyzes .

background

Since the beginning of the 1980s, there has been a discussion about using remote sensing data more as an additional medium in European school lessons. In practice, however, the topic was only sparsely dealt with up to the beginning of the new millennium and in the school context mostly equated with the visual interpretation of aerial photographs .

In its recommendations for curriculum work, the German Society for Geography (DGFG) explicitly emphasizes the importance of the use of remote sensing methods and GIS in school lessons and emphasizes two main advantages:

  1. The provision of information that is not included in the standard teaching materials for reasons of topicality, costs and the space available,
  2. The support of new forms of teaching, learning and teaching, which on the one hand can enrich and open up traditional teaching and on the other hand new topics and forms of teaching can come into play.

Problems

In specialist studies on the integration of remote sensing data in school lessons, the following problems and obstacles in particular are highlighted:

  • Centering on geography lessons
  • Reduction to aerial photos
  • Complexity of common image processing software
  • Often used only as an aid to illustrate curriculum-relevant issues
  • Small time window due to the curriculum

advantages

The multi-dimensionality of remote sensing data ( spatial , spectral , radiometric , temporal dimensions) and the aesthetics of aerial photographs, which reveal structures and relationships that are not recognizable to the eye, create the possibility of complex geographic issues, but also of other scientific issues, using aerial and satellite images To present and explain subjects such as mathematics, computer science and biology more clearly. So far, the following effects have been observed when using remote sensing data and methods:

  • Promotion of media and methodological skills
  • Initiation of networked thinking by coupling the subject area of ​​remote sensing with a specialist background
  • Confrontation with abstract content (e.g. changing from central to bird's eye view) promotes spatial thinking
  • Increase in assessment skills

Remote sensing in schools as a scientific project

Logo of the FIS project

The project Remote Sensing in Schools (FIS) of the Geographical Institute of the University of Bonn aims to promote the integration of the topic of remote sensing in school lessons at secondary level I & II in a sustainable and interdisciplinary manner. Since the start in 2006, the project has been supported by the German Aerospace Center (DLR) and the Federal Ministry of Economics and Technology (BMWi). The intention of many teachers to integrate remote sensing data and methods into their lessons often fails due to the complexity and bulkiness of existing free image processing software for schools. In addition, it should be noted that satellite images, when implemented in school lessons, are primarily used in geography lessons. For this reason, the FIS project has developed a didactic concept that is characterized by intermediality, interactivity and interdisciplinarity. A pillar of the concept consists of the development and implementation of digital learning modules. The core of these interactive teaching materials are processing tools for digital image analysis, which are coupled with subject-specific tasks and explanatory animations.

Web links

Individual evidence

  1. ↑ Ante, U. & D. Busche (1979): Obstacles to the use of satellite images in geography lessons. In: Geographische Rundschau, pp. 82–86.
  2. ↑ Brucker, A. (1981), Changing Visual Habits. Satellite images as media in geography lessons. - In: Praxis Geographie 11, no. 1, pp. 2–3.
  3. ↑ Frömel, W. (1981), The Response of Students to Satellite Images. - In: Praxis Geographie 11, no. 1, pp. 15-17.
  4. ↑ Voß, K., Goetzke, R. & H. Hodam (2008): How is the topic of "remote sensing" accepted in class? - First results of a case study. AGIT Symposium, Conference Learning with Geoinformation, Salzburg.
  5. ^ Theissen, U. (1986), The Satellite Image. - In: Köck, H. (Ed.): Basics of geography teaching. Handbuch des Geographieunterrichts, Volume 1, Cologne, pp. 268–270.
  6. ↑ Siegmund A. & G. Menz (2005): Far brought near - use of satellite and aerial images to analyze environmental changes in geography lessons. In: Geographie und Schule, H. 154, pp. 2–10.
  7. ↑ Reuschenbach, M. (2007a): Reuschenbach, Monika (2007). New ways of remote sensing in geography lessons. In: Proceedings for the three-country conference of the Swiss Society for Photogrammetry, Image Analysis and Remote Sensing (SGPBF) in Muttenz. Publication of the German Society for Photogrammetry, Remote Sensing and Geoinformation eV, Volume 16, pp. 35–40.
  8. ↑ Voss, K. Siegmund, A. & I. Kollar (2009): "Fascination Satellite Images - Applications and Concepts for School Lessons". In: Jekel, Koller & Donert (Ed.): Learning with Geoinformation IV. Pp. 174–177.
  9. ^ German Society for Geography (DGfG) (2002), principles and recommendations for curriculum work in the school subject geography. - In: Working group Curriculum 2000+ of the German Society for Geography (DGfG). ( Memento of the original from December 15, 2005 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.ku-eichstaett.de
  10. ↑ Reuschenbach, Monika (2006). Remote sensing in geography lessons: Concept for the increased integration of satellite images in geography lessons. In: Contributions to the conference of the AK Remote Sensing; Institute series of the University of Osnabrück, Department of Geoinformatics and Remote Sensing (IGF)
  11. ↑ Gábor Paál: The aesthetic basis of geography and its importance in geography lessons. In: Journal for Geography Education. 46, 1994, pp. 226-229.
  12. ↑ Voss, K., Hodam, H. & R. Goetzke (2010): “Traces of fire in the satellite image - Strengthening assessment skills with remote sensing”. In: Jekel, Koller, Donert & Vogler (Ed.): Learning with Geoinformation IV. P. 171–181.
  13. ↑ Voss, K., Hodam, H. & R. Goetzke (2009): "Integration of remote sensing methods in geography lessons - the example of classification and change detection". In: Jekel, Koller & Donert (Ed.): Learning with Geoinformation IV. Pp. 178–187.
  14. ↑ Voß, K., Goetzke, R. & F. Thierfeldt (2007): Integration of applied remote sensing methods in school lessons at secondary levels I and II. In: Jekel, Koller & Strobl (ed.): Learning with Geoinformation II, p. 183 -191.
  15. ↑ Reuschenbach, Monika (2007), development and implementation of a concept for the increased integration of remote sensing, in particular aerial and satellite images, in geography lessons. Dissertation at the Institute of Geography at the University of Zurich. In: Remote Sensing Series 50. Zurich.