Preliminary Testing of a Peer-Teaching Model Using Geospatial Open Source Tools to Address Community Health Issues
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| Title: | Preliminary Testing of a Peer-Teaching Model Using Geospatial Open Source Tools to Address Community Health Issues |
|---|---|
| Language: | English |
| Authors: | Jones, Denise, Darsow, Eric, Jones, Dennis F. |
| Source: | Journal of STEM Outreach. Oct 2020 3(1). |
| Availability: | Journal of STEM Outreach. PMB 0367, 230 Appleton Place, Nashville, TN 37203. e-mail: jstemoutreach@vanderbilt.edu; Web site: https://www.jstemoutreach.org/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Peer Teaching, Geographic Information Systems, Open Source Technology, Public Health, Community Problems, Water Quality, Participatory Research, Youth |
| Geographic Terms: | Pennsylvania (Pittsburgh) |
| ISSN: | 2576-6767 |
| Abstract: | Young people's involvement in community-based research is a well-established interventional model, but not nearly as widespread as it should be. Although young people have valuable insights to share, their voices are often missing from the research process. To address this void, Youth Enrichment Services (YES) engages youth from under-resourced contexts and creates authentic learning experiences by connecting them to social issues that impact their lives. YES' most recent project is highlighted in this study, where teenage youth of color examined the social and environmental conditions that contributed to heightened lead exposure in a Pittsburgh Community. Using community-based participation research, students became the study's architects, data gatherers, and analysts thereby centering their critical perspectives in an adult-centric research regime. This study offers insight into how the employed peer-teaching, field-based learning model equipped students to facilitate their own geospatial learning to address toxic lead exposure. The results suggest that by harnessing and then channeling the varied interest and technical skill levels of students, peer-teaching models significantly enhanced technical learning outcomes when implemented in an applied, community-oriented research context. Integrating technical skills education with youth driven CBPR adds the critical dimension of youth experience into the research process and allows students to own their knowledge development. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1337275 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1337275 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1337275 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Preliminary Testing of a Peer-Teaching Model Using Geospatial Open Source Tools to Address Community Health Issues – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jones%2C+Denise%22">Jones, Denise</searchLink><br /><searchLink fieldCode="AR" term="%22Darsow%2C+Eric%22">Darsow, Eric</searchLink><br /><searchLink fieldCode="AR" term="%22Jones%2C+Dennis+F%2E%22">Jones, Dennis F.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+STEM+Outreach%22"><i>Journal of STEM Outreach</i></searchLink>. Oct 2020 3(1). – Name: Avail Label: Availability Group: Avail Data: Journal of STEM Outreach. PMB 0367, 230 Appleton Place, Nashville, TN 37203. e-mail: jstemoutreach@vanderbilt.edu; Web site: https://www.jstemoutreach.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 7 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Information+Systems%22">Geographic Information Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Source+Technology%22">Open Source Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Health%22">Public Health</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Problems%22">Community Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Water+Quality%22">Water Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+Research%22">Participatory Research</searchLink><br /><searchLink fieldCode="DE" term="%22Youth%22">Youth</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Pennsylvania+%28Pittsburgh%29%22">Pennsylvania (Pittsburgh)</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2576-6767 – Name: Abstract Label: Abstract Group: Ab Data: Young people's involvement in community-based research is a well-established interventional model, but not nearly as widespread as it should be. Although young people have valuable insights to share, their voices are often missing from the research process. To address this void, Youth Enrichment Services (YES) engages youth from under-resourced contexts and creates authentic learning experiences by connecting them to social issues that impact their lives. YES' most recent project is highlighted in this study, where teenage youth of color examined the social and environmental conditions that contributed to heightened lead exposure in a Pittsburgh Community. Using community-based participation research, students became the study's architects, data gatherers, and analysts thereby centering their critical perspectives in an adult-centric research regime. This study offers insight into how the employed peer-teaching, field-based learning model equipped students to facilitate their own geospatial learning to address toxic lead exposure. The results suggest that by harnessing and then channeling the varied interest and technical skill levels of students, peer-teaching models significantly enhanced technical learning outcomes when implemented in an applied, community-oriented research context. Integrating technical skills education with youth driven CBPR adds the critical dimension of youth experience into the research process and allows students to own their knowledge development. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1337275 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1337275 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 7 Subjects: – SubjectFull: Peer Teaching Type: general – SubjectFull: Geographic Information Systems Type: general – SubjectFull: Open Source Technology Type: general – SubjectFull: Public Health Type: general – SubjectFull: Community Problems Type: general – SubjectFull: Water Quality Type: general – SubjectFull: Participatory Research Type: general – SubjectFull: Youth Type: general – SubjectFull: Pennsylvania (Pittsburgh) Type: general Titles: – TitleFull: Preliminary Testing of a Peer-Teaching Model Using Geospatial Open Source Tools to Address Community Health Issues Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jones, Denise – PersonEntity: Name: NameFull: Darsow, Eric – PersonEntity: Name: NameFull: Jones, Dennis F. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 2020 Identifiers: – Type: issn-electronic Value: 2576-6767 Numbering: – Type: volume Value: 3 – Type: issue Value: 1 Titles: – TitleFull: Journal of STEM Outreach Type: main |
| ResultId | 1 |
