A Creative Way to Teach and Learn Advanced Technical Concepts in Geographic Information Systems

Oyana, Tonny J.

doi:10.5539/res.v4n1p28

Cited by 1 publication

(1 citation statement)

References 19 publications

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“…For example, studies have evaluated the effectiveness of GIS&T using field-based instruction (Carlson, 2007), problem-based learning (PBL) (Drennon, 2005;Shulz, 2012), and service learning (Schlossberg & Wyss, 2007). By creating activities closely associated with real-world problems and issues, PBL and related methods (i.e., inquirybased learning) have been shown to promote higher-order learning and critical thinking skills within both GIS&T and geography (Aangeenbrug, 1992;Chen, 1998;Wilder, Brinkerhoff, & Higgins, 2003;Drennon, 2005;Reed, 2010;Howarth & Sinton, 2011;Oyana, 2012;Shulz, 2012;Weiss, 2017). Other fields that have benefitted from these methods include environmental education (Ratinen & Keinonen, 2011), science (van Joolingen, de Jong, & Dimitrakopoulou, 2007, geology (Apedoe, Walker, & Reeves, 2018), physics (Sorensen, McBride, & Rebello, 2011), chemistry (Nedungadi, Malini, & Raman, 2015), and biology (Carrió et al, 2016).…”

Section: Gisandt Pedagogiesmentioning

confidence: 99%

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Mathews

Wikle

2019

Transactions in GIS

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Anyone involved in teaching the principles and applications of geographic information science and technology (GIS&T) understands the challenges of effective instruction within an environment subject to nearly constant change. Indeed, the dynamic nature of GIS&T introduces both new paradigms and increasingly powerful tools for exploring spatial relationships. However, while past efforts among educators and practitioners have identified knowledge and competencies important to GIS&T learning, less attention has been directed at methods used to teach GIS&T. For example, while some instructors employ traditional approaches such as lectures and structured laboratory exercises, others have shifted to active learning strategies such as “flipped classrooms” and collaborative, project‐oriented assignments. In this article, we assess the pedagogical approaches used to teach GIS&T courses through an Internet‐based survey of 318 college and university faculty. Our findings demonstrate that active learning pedagogies are becoming more firmly established, supplementing or replacing traditional teaching approaches. Contrary to our assumptions, age and teaching experience are not factors that influence the adoption of active learning strategies. Along with assessing instructional approaches, our survey identifies the challenges associated with teaching GIS&T, as identified by survey respondents.

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