Training and Education
Remote Sensing has a growing relevance in the modern information society. It represents a key technology as part of the aerospace industry and bears increasing economic relevance - new sensors e.g. TerraSAR-X & RapidEye are developed constantly and the demand for skilled labour is increasing steadily. Furthermore, remote sensing exceedingly influences everyday life, ranging from weather forecasts to reports on climate change or natural disasters. As an example, 80% of the German students use the services of Google Earth; in 2006 alone the software was downloaded 100 million times. But studies has shown that only a fraction of them know more about the data they are working with. There exists a huge knowledge gap between the application and the understanding of satellite images. Remote sensing only plays a tangential role in schools, regardless of the political claims to strengthen the support for teaching on the subject. A lot of the computer software explicitly developed for school lessons has not yet been implemented due to its complexity. Thereby, the subject is either not at all integrated into the curriculum or does not pass the step of an interpretation of analogue images. In fact, the subject of remote sensing requires a consolidation of physics and mathematics as well as competences in the fields of media and methods apart from the mere visual interpretation of satellite images. Many teachers have great interest in the subject “remote sensing”, being motivated to integrate this topic into teaching, provided that the curriculum is considered. In many cases, this encouragement fails because of confusing information. In order to integrate remote sensing in a sustainable manner organizations like the EGU or digital earth encourages the development of learning modules and learning portals (e.g. FIS - Remote Sensing in School Lessons or Landmap - Spatial Discovery) promoting media and method qualifications as well as independent working.
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