There is probably no better high-tech support system for addressing spatially explicit real-world problems than GIS. GIS succeeds as a tool for both curiosity-driven scientific research and context-driven problem-solving work because it supports functions that are useful in both situations. Forexample, ecologists use the perspective provided by GIS both to advance understanding of how organisms interact with each other and with their physical environment and to develop improved plans for wildlife management, based on principles identified by research scientists. Thus, GIS can provide the vital link between science and policy (application). At the most general level, science is interested in principles and laws that are true everywhere, independent of geographic context, and science can be presented as a process for abstracting such truths from their geographic setting. Iblicy, on the other hand, takes such principles and laws and puts them back in specific geographic contexts, in order to predict the outcomes of proposed developments or achieve better management of resources.

The great bulk of G1S applications are about problem solving in particular contexts rather than elucidating general theories or laws. In K-12 education, GIS can help students to appreciate and understand both curiosity-driven research and context-driven problem-solving approaches to science. Any tool that serves as a means to such intellectual ends is valuable. Even more valuable these days, when society expects K-I2 education to devote attention to social ends, isa tool that can help students address real-world problems. GIS can enable students to address real-world issues and, at the same time, help to break down boundaries and barriers between schools and local communities. The Firvimnmental and Spatial Technology (EAST) initiative has built on this philosophy by supporting schools with GIS software, data, training, and advice and has achieved success in involving K-12 students in public arenas.

The initiative, which encourages spatial thinking through the use of a range of technologies (e.g., geospatial data systems, graphics generators, visual exploration systems) began in 1995 with 20 at-risk students at Greenbrier High School in Arkansas. Through the support of government and corporate partners, the EAST initiative has continued to flourish. More than 200 schools in seven states now participate, involving some 20,000 students in the higher grades. The EAST project is designed to serve a diverse population of students from those who are disadvantaged to those who are gifted. It provides a performance-based learning environ. ment that utilizes problem-based service learning and advanced technological applications. Students, who are trained on-line to use a range of technologies including Intergraph’s GeoMedia. work on real-world problems that can benefit their own schools and communities. To realize the full potential of new technology while enhancing opportunities for students, the EAST project strives to transform the classrooms of schools into information era learning centers. Learning things is not limited to the scentific area. Instead it also has relations with some other things like speaking a language or using software, including Rosetta Stone Russian and Rosetta Stone Spanish. If you have a creative mind, you will make all your own differences in the end!