Baker, Thomas R., and S.W. Bednarz. 2003. Lessons Learned from Reviewing Research in GIS Education. Journal of Geography 102: 231-233.
This article reviews a compilation of research concerning the relevance and implementation of GIS in the classroom, and previous research methods applied to better understand these dynamics. It is argued that the field of Geographical Information Science and geography education is lacking constructive quantitative research. Although much effort has been spent towards identifying barriers of GIS integration and promoting GIS in primary and secondary education, adoption of this innovation remains slow. In order to improve dissemination of GIS in the classroom, teacher education, cultural diversity, and technical issues will need to be addressed. Research to justify the need for GIScience education, gain a better understanding of cognitive response to GIS, and improve methods of pre-service teacher education is encouraged.
Bednarz, Sarah W., and G. Ludwig. 1997. Ten Things Higher Education Needs to Know About GIS in Primary and Secondary Education. Transactions in GIS 2(2): 123-133.
Bednarz and Ludwig assess of the integration of Geographical Information Systems into U.S. K-12 school systems during the late 1990's. The importance, growth, and integration of GIS in school systems is examined. First of all, collection and use of geospatial data was booming in the late 1990's. Although commercial use of GIS was increasing, school systems were slow to integrate GIS into the curriculum. In order to encourage diffusion of GIS into the K-12 curricula, some states have included GIS in their education performance standards. Organizations like the National Science Foundation (NSF) and the Environmental Systems Research Institute (ESRI) have also promoted GIS through conferences and workshops, the distribution of free software, and formation of new partnerships. Multiple types of barriers typically hinder the incorporation of GIS into school systems. In order to surpass barriers, teachers need to acquire a working knowledge of GIS and believe in its educational benefit. While researchers Further research is required to clarify the impact of technology on cognition and learning. Such research would allow the creation of more effective and engaging project-based teaching programs for school systems. In addition, school systems needs to take a more active role in integrating GIS into the classroom.
Bodzin, Alec M., and D. Anastasio. 2006. Using Web-Based GIS For Earth and Environmental Systems Education. Journal of Geoscience Education 54(3): 297-300.
This study explores the implementation of web-based Geographical Information Systems within an environmental education class at LeHigh University. This class is a demonstration of how combining traditional teaching methods with Web-based GIS allows students to more effectively develop spatial and temporal critical thinking skills. Using an inquiry-based approach, students explore the environmental concerns of a local watershed. GIS allows students to more easily visualize and examine the complex interrelationships between the geology, human settlement history, and mining practices that impact this environment. Because of this, students are able to draw conclusions about real-world issues that are relevant to their local environment, rendering GIS a highly appropriate tool for environmental and earth science education.
Carlson, T. 2007. A Field-Based Learning Experience for Introductory Level GIS Students. Journal of Geography 106: 193-198.
This article reviews how the collection of field data can add a beneficial component to University level GIS classes. A pedagogic method for developing these field based lab exercises is discussed. In order to provide an effective learning exercise, students underwent a three-stage process. Initially, students prepared for the field component by reviewing fundamental GIS concepts such as accuracy and coordinate systems. Students were then introduced to field equipment and taught how to effectively utilize the GPS units. Secondly, students learned to process existing data on the GPS units before collecting their own in the field, and uploading/modifying it with GIS. Finally, students completed questionnaires to provide feedback on their experiences and submitted their final field data. Submission of retrieved data suggests students were highly successful and efficient at using the GPS units. Questionnaires revealed that students not only found the field component useful and easy to understand, but also enjoyable. Given proper preparation beforehand, it seems a field component of GIS labs add greater depth and meaning for University students by allowing them to build connections between collection and application of source data.
Chen, X. M. 1998. Integrating GIS Education with Training: A Project-Oriented Approach. Journal of Geography 97: 261-268.
This article reviews the growing concern over GIS teaching methodology and content at the undergraduate level. Although understanding what to teach is generally straightforward, teachers find it more challenging to sort out exactly how to teach GIS. It is argued that project-oriented GIS training may create a balance between conceptual understanding and the technical skills required to utilize GIS to its fullest potential. Project-oriented teaching encourages students to use critical thinking and problem solving skills in order to solve interdisciplinary, real world problems. This method requires three steps. Initially, students should plan their project by identifying the question they wish to answer and what strategies are required to reach its conclusion. Secondly, students get hands-on training by creating their database and performing spatial analysis. This step allows students to learn the technical skills required to utilize GIS programs. Finally, students use critical thinking to interpret their project results and create a report. Following this project-oriented teaching approach will create a better environment in which students can learn both the technical skills and conceptual framework of GIS.
Drennon, Christine. 2005. Teaching Geographic Information Systems in a Problem-Based Learning Environment. Journal of Geography in Higher Education 29(3): 385-402.
This article reviews the implementation of problem-based learning using GIS to solve a specific, tangible question Ð where should a new school district be placed in San Antonio, Texas? Real world, problem-based learning (PBL) is an innovative way to learn GIS. In this case, the problem was geared towards integrating subject matter, rather than focusing on a single discipline. By doing so, the activity attempted to instill the importance of the problem itself, and the act of problem solving in the context of an integrative GIS interface. Student responses to the session varied; while younger students struggled with the freedom to solve the problem on their own, older students seemed to thrive in this self-motivated learning environment. Using GIS as a tool for problem based learning may be beneficial for students with multiple backgrounds and professional goals because the GIS interface allows students to experience solving real world issues, a practice typical in many careers.
Gatrell, Jay D. 2004. Making Room: Integrating Geo-technologies into Teacher Education. Journal of Geography 103: 193-198.
National Education Technology Standards created by the International Society for Technology Education attempt a new method of integrating GIS into pre-service teacher education programs. This is necessary because some K-12 geography curricula still lack important technological components like GIS, GPS, and remote sensing. Part of the problem is that some education departments emphasize learning GIS rather than learning how to teach GIS. University education departments also tend to be isolated from other departments, including the geosciences. A more interdisciplinary relationship between departments will foster better pre-service teacher training of geo-spatial technologies.
Palladino, Stephan D., and M. F. Goodchild. 1993. A Place for GIS in the Secondary Schools? Lessons from the NCGIA Secondary Education Project. Geo Info Systems April.
Although GIS was becoming well established within higher education institutions during the 1990Õs, it had not yet been incorporated into primary and secondary education. This article addresses the question of where GIS fits into our school systems and if teaching with GIS or teaching about GIS is more appropriate. The National Center for Geographic Information and Analysis created a Secondary Education Project (SEP) in attempt to introduce students to GIS before the college level. SEP promoted GIS by organizing teacher workshops, and by researching appropriate methods of GIS integration into the traditional school curricula. Following workshops, teachers believed GIS had a high potential to support interdisciplinary and analytical problem solving Ð an important component of secondary education. Teachers also felt that GIS would help increase Geographic literacy and improve effectiveness of science related courses. SEP workshops helped teachers understand the variety of courses in which GIS could be applied to teach with or teach about in order to better prepare students for higher education.
Patterson, Todd C. 2007. Google Earth as a (Not Just) Geography Education Tool. Journal of Geography 106: 145-152.
This article examines the value of Google Earth as a digital geography teaching tool. GIS has not spread as quickly through primary and secondary schools as it has within university settings due to lack of time and resources. While Google Earth lacks the array of tools and capabilities that a true GIS provides, Google Earth is a more accessible geography teaching-tool for some school systems. Google Earth presents a simple interactive digital application that encourages development of spatial thinking and technology skills. The use of Google Earth in combination with geography lesson plans also satisfies National Science Education Standards requirements. Although its capabilities are more limited than a true GIS, Google Earth can be a powerful educational tool in primary and secondary education that can accomplish many of the same goals as GIS.
Zerger, A, I. D. Bishop, F. Escobar, and G. J. Hunter. 2002. A Self-Learning Multimedia Approach for Enriching GIS Education. Journal of Geography in Higher Education 26(1): 67-80.
Modules for teaching college students GIS were developed at the University of Melbourne in order to advance their multimedia initiative. The modules focus on foundational GIS concepts and tasks by solving spatial problems through a series of text, interactive windows, and visuals. Although complete evaluation is not provided, available student feedback suggests the models are relatively effective teaching tools. Therefore it is concluded that these modules, when used in addition to lectures and more traditional teaching methods, could improve effectiveness of GIS and general science education within the University. It is acknowledged that integrating GIS into school curricula requires time, some background and energy on behalf of professors, and significant financial support, however benefits of integrating multimedia GIS learning tools are potentially large.