Transforming Geography Education: Empowering Students with Hands-On Geosensing and Real-World Problem Solving
Abstract
In response to the limitations of traditional geography field trips—such as their exclusion of students with mobility issues, significant environmental impact, and reliance on passive learning—we introduced a new approach to geography education at the University of Bern’s Geography Institute during the summer of 2022 which was again taught in 2024. This master-level course, "Geosensing of the Environment," was collaboratively taught by a technician, a master's student assistant (in the first round), and a hydrology researcher. It was designed to break away from conventional teaching methods by empowering students to take control of their scientific journeys.
The course guided students through the entire scientific process, from the initial idea to device creation, data analysis, and communication. The primary aim was for students to use Raspberry Pi or, in the second iteration Arduino microcontrollers, along with various sensors, to construct their own scientific measuring devices. This hands-on approach not only ensured relevance across physical geography topics but also nurtured creativity and problem-solving skills. In its second iteration, we made several key changes based on student feedback and advancements in technology. These include switching to the Seeed Studio XIAO Arduino board, refining the design thinking exercises, and revising the student evaluation criteria. However the core of the course remained unchanged, made up of a self-guided programming module, a hands-on workshop for building sensor devices, and a final presentation of the full scientific cycle from question to tool to answer and an outlook for improvements and the future.
In both iterations, the course was well-received, with students from non-technical backgrounds successfully developing devices to measure CO2 levels over highways, analyze temperature differences due to balcony vegetation, and record water temperature profiles around Bern in the first year and measure wetness, temperature gradients according to landcover, and CO2 in a mobile chamber. The course revisions successively improved on-board energy management, while still allowing students the freedom to start with a minimal kit and develop their projects from the ground up. This course represents a transformative opportunity to make fieldwork more inclusive, reduce environmental impact, and empower students to create innovative sensing devices. In this presentation, we will outline the course framework, discuss the impact of the recent changes, and share key lessons learned over the past two years. We will also explore how this model can be applied to other disciplines.
The course guided students through the entire scientific process, from the initial idea to device creation, data analysis, and communication. The primary aim was for students to use Raspberry Pi or, in the second iteration Arduino microcontrollers, along with various sensors, to construct their own scientific measuring devices. This hands-on approach not only ensured relevance across physical geography topics but also nurtured creativity and problem-solving skills. In its second iteration, we made several key changes based on student feedback and advancements in technology. These include switching to the Seeed Studio XIAO Arduino board, refining the design thinking exercises, and revising the student evaluation criteria. However the core of the course remained unchanged, made up of a self-guided programming module, a hands-on workshop for building sensor devices, and a final presentation of the full scientific cycle from question to tool to answer and an outlook for improvements and the future.
In both iterations, the course was well-received, with students from non-technical backgrounds successfully developing devices to measure CO2 levels over highways, analyze temperature differences due to balcony vegetation, and record water temperature profiles around Bern in the first year and measure wetness, temperature gradients according to landcover, and CO2 in a mobile chamber. The course revisions successively improved on-board energy management, while still allowing students the freedom to start with a minimal kit and develop their projects from the ground up. This course represents a transformative opportunity to make fieldwork more inclusive, reduce environmental impact, and empower students to create innovative sensing devices. In this presentation, we will outline the course framework, discuss the impact of the recent changes, and share key lessons learned over the past two years. We will also explore how this model can be applied to other disciplines.
Date Issued
2024
Publication Type
Conference Item
Language(s)
en
Title of Event
Access(Rights)
metadata.only