Inspiring Images

In spite of the discussion of many years about the use of satellite images as additional teaching material, remote sensing is almost irrelevant in secondary education. Furthermore, if satellite images are used, this is primarily the case in geography classes. Because of the targets and specifications of the curricula teachers have only small time slots for the integration of new topics in their classes. In case remote sensing data is used in geography classes, many teachers tend to use it as additional material in order to answer certain geographical questions. This approach can advance skills in terms of the handling of certain media and methods as well as students’ visual skills and spatial orientation. However the basic scientific principles that are necessary for a fundamental understanding of remote sensing data cannot be conveyed under those conditions. Those subjects better fit in physics or maths classes.

In this study we present the potential of integrating remote sensing in secondary education. The sustainable integration of remote sensing concentrates on regular classes. Therefore free space in the curricula is detected in lessons and material prepared in a way that usual topics are taught with the aid of satellite imagery. Furthermore integration includes physical and mathematical basic principles and the analysis and interpretation of the remote sensing data. Therefore cross-linked thinking is one of the guiding principles. Consequently the subject matter will be discussed in different classes. The basic principles of remote sensing are treated in the natural science classes like maths, physics or computer science, while in the more applied sciences like geography or biology satellite data is analyzed to answer a research question. We believe that with basic knowledge about the principles of remote sensing this technology can expand into secondary education and thereby going beyond the traditional use of satellite images as a medium for visualization purposes only. Consequently both aspects, the physical and mathematical basics and application-oriented questions, will be considered.

Additionally to the presentation of the theoretical concept examples from different classes (Geography, Maths and Physics) will be presented, which are based on interactive and multimedia training applications. Additionally the study shows advantages in computer-based learning resulting in students’ directed and responsible handling of new media in classes, by not only using the computer as a source of information and entertainment but as a tool for solving complex problems.