Design, Implementation, and Evaluation of GIS-Based Learning Materials in an Introductory Geoscience Course

Abstract

Learning with Geographic Information Systems (GIS) rather than about GIS has great potential for improving students' skills in problem solving, analysis, and spatial visualization. However, little is known about how well GIS-based learning lives up to this potential. Using classroom observations, student interviews and surveys, preand posttests of knowledge, and measures of spatial skills, we have begun to quantify student learning that occurred with a GIS-based module on plate tectonics and geologic hazards. We also investigated factors in the design and implementation of the materials that impacted student learning. Classroom observations were key to improving the materials so that students in an introductory geoscience course can successfully complete the activities with minimal instruction in GIS. Through field-testing, we improved the materials design to address student difficulties with learning to use a GIS, identifying basic geographic locations and features, and interpreting topography and other two-or three-dimensional representations. In a quantitative measure of knowledge, using pretests and posttests, mean scores improved 17% (p<.001). We also found positive correlations between students' spatial ability and performance on both the posttest and a regular course exam that covered the material in the GIS activity. We are continuing this investigation in Fall 2001 to measure changes in spatial ability due to use of GIS-based materials.

The implementation of a geospatial information technology (GIT)‐supported land use change curriculum with urban middle school learners to promote spatial thinking

“…RS and aerial images have been used in collegiate and K‐12 educational settings as spatial thinking tools for learners to identify and interpret land cover features and view changes on the Earth's surface over time (Huber, 1983; Kirman & Nyitrai, 1998; Klagges et al, 2002). The use of GIT in science learning can enable primary and secondary school learners to manipulate, analyze, and synthesize spatial data in new ways (Bodzin, 2008; Hall‐Wallace & McAuliffe, 2002; MaKinster & Trautmann, in press) and can support the development of contextually rich learning environments that promote higher order thinking skills, meaningful learning, and authentic scientific inquiry (Bodzin, 2008; Bodzin & Anastasio, 2006; Tinker, 1992). However, research with map overlays, a fundamental concept in spatial analyses, has been shown to be a complex concept for a majority of middle school learners to grasp and learn incidentally (Battersby, Glolledge, & Marsh, 2006).…”

Innovative Teaching/Learning with Geotechnologies in Secondary Education

“…Different experimentations relate to the uses of Geographical Information Systems (GIS) for educational purposes (see for example [7][8][9][10]. Nevertheless, little attention has been paid to the pedagogical issues of the uses of geomatics and this question must be explored [11,12].…”

Development of critical spatial thinking through GIS learning

“…However, empirical research that explicitly examines the role of GIS in promoting critical spatial thinking is lacking (Hall-Wallace & McAuliffe, 2002). Therefore, this study aims to explore the relationship between GIS learning and the development of critical spatial thinking.…”