Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum Lisa M. Blank 1 • Heather Almquist 2 • Jen Estrada 3 • Jeff Crews 4 Published online: 22 August 2015 Ó Springer Science+Business Media New York 2015 Abstract This study investigated to what extent the implementation of a Google Earth (GE)-based earth sci- ence curriculum increased students’ understanding of vol- canoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments of earth science content, scientific reasoning, and science identity were completed. In one classroom, a staggered implementation of the curriculum was completed to control for student and teacher variables. In all nine classrooms, implementation of the GE curricu- lum advanced students’ science identity, earth science understanding, and science reasoning, but the curriculum was most transformative in terms of scientific reasoning. Two factors were identified related to student success. Students with strong science identities and high reading proficiencies demonstrated greater science learning out- comes. Math proficiency and gender did not affect learning outcomes. Keywords Earth science Á Google Earth Á Data analysis Á Science explanation Á Middle school Introduction Increasing access to satellite imagery tools such as Google Earth is revolutionizing the work of scientists and changing the way we understand Earth systems. Released in 2005 and downloaded over a billion times by 2011 (Google 2012), Google Earth allows users to access high-quality global information and visualize spatial data patterns (Elvidge and Tuttle 2008; Rakshit and Ogneva-Himmel- berger 2008). While science teachers are increasingly incorporating Google Earth (GE) into their teaching, the majority of classroom applications limit students’ involvement to passive observation of locations in space, missing the opportunity to enable learners to manipulate, represent, and analyze spatial data (Bodzin et al. 2014; Bodzin 2011; Hall-Wallace and McAuliffe 2002; Traut- mann and MaKinster 2010). In response, project leaders secured National Science Foundation funding to develop, implement, and evaluate a GE-based curriculum designed to foster teacher and student use of GE as a geoscientist would—to view, explore, and create geospatial represen- tations that advance earth science understanding. Google Earth and Science Learning The growing research literature on using GE to advance science learning indicates the use of GE promotes spatial thinking and advances science interest and understanding (Bodzin et al. 2013; Thompson et al. 2006; Bailey and Chen 2011; Treves and Bailey 2012). Kulo and Bodzin (2013) developed an 8-week energy unit where eighth-grade stu- dents used GE to determine the best location for new solar, wind, and geothermal power facilities. Using pre-/post- content knowledge assessments, findings indicated a sig- nificant increase in energy content knowledge with large & Lisa M. Blank lisa.blank@umontana.edu 1 PJW College of Education and Human Sciences, University of Montana, 32 Campus Drive, Missoula, MT 59812, USA 2 College of Arts and Sciences, University of Montana, 32 Campus Drive, Missoula, MT 59812, USA 3 Chino Valley High School, Chino Valley, AZ 86323, USA 4 Beyond the Chalk, Lolo, MT 59802, USA 123 J Sci Educ Technol (2016) 25:77–90 DOI 10.1007/s10956-015-9578-0