Exploring the characteristics of an optimal design for inquiry-based geography education with Geographic Information Systems

Favier, T.T.; Schee, J.A. van der

doi:10.1016/j.compedu.2011.09.007

Cited by 56 publications

(40 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The literature contains many enthusiastic descriptions of teachers using GIS to support IBL projects about natural disasters, pollution, solid waste, crime, health, recreation, market analysis, and political and cultural variability within regions (e.g. Audet and Ludwig 2000;Demirci et al 2013;Engelhardt 2004;ESRI 2003;Falk and N€ othen 2005;Favier and Van der Schee 2012;Kerski 2003;Milson et al 2012;Reitz 2005;Schleicher and Schrettenbrunner 2004;Sinton and Bednarz 2007;Unterthurner 2004). Van Rens (2005) stresses the importance of paying attention to knowledge, skills, and motivation when designing and conducting IBL projects.…”

Section: Supporting Inquiry-based Geography Education With Gismentioning

confidence: 98%

Professional Development Focusing on Inquiry-Based Learning Using GIS

Bryant

Favier

2015

Advances in Geographical and Environmental Sciences

View full text Add to dashboard Cite

Geographic inquiry projects with GIS make geography education more relevant and challenging, and provide opportunities to stimulate in-depth knowledge about geography, increase higher-order thinking and develop a wide range of technology skills. Providing professional development that ensures teachers know how to use GIS to support geographic inquiry is necessary. The professional development experiences should take into account the various competencies teachers need to design and conduct geographic inquiry projects using geospatial technologies. The TPACK framework focuses on teacher competencies and is valuable when designing professional development. Considering the TPACK framework, a successful strategy for teacher training is a collaborative inquiry model. When applied to GIS, the collaborative inquiry model is designed to overcome the common barriers to using GIS such as the lack of curriculum, support, and data. The model highlights the successful implementation of geographic inquiry using GIS within a school or district based collaborative team. This chapter explores didactic models for integrating GIS in inquiry projects; frameworks for the competencies that teachers need to design and conduct such projects; and successful strategies for training these competencies.

show abstract

Section: Supporting Inquiry-based Geography Education With Gismentioning

confidence: 98%

Professional Development Focusing on Inquiry-Based Learning Using GIS

Bryant

Favier

2015

Advances in Geographical and Environmental Sciences

View full text Add to dashboard Cite

show abstract

“…The frame of "research as inquiry" aligns with the inquiry-based learning concept, which is often used in GIS classrooms (Favier and Van der Schee 2012). The inquiry-based learning is a learning process that aims to stimulate learners' progression in the subject knowledge as well as inquiry and thinking skills by engaging in research kind of activities.…”

Section: Discussionmentioning

confidence: 99%

Spatial information literacy for digital humanities: The case study of leveraging geospatial information for African American history education

Kong¹,

Bynum²,

Johnson³

et al. 2017

College & Undergraduate Libraries

View full text Add to dashboard Cite

Abstract:The rise of "digital humanities" and the "spatial turn" in the humanities has generated many new insights in the study of culture, history, literature, and arts. Within this research trend, the library's geospatial service can play an active role by introducing the spatial information literacy and technology.In this paper, we use the information literacy framework to explore the library's role in supporting digital humanities by introducing a successful collaboration involving a librarian and history and education researchers in hosting a National Endowment for the Humanities (NEH)-funded summer institute for school teachers. Our results suggest that the framework has opened a new way to facilitate collaborations between librarians and multidiscipline researchers.

show abstract

“…Methods and technology as a means of applying personalized learning are emphasized by many European projects, such as the School on the Cloud project. Partners gathered experiences to be analyzed from the point of view of personalized learning, using a series of indicators [34] (p. 15), and showing how difficult it is to achieve personalized learning with the results of this analysis. Most of the experiences do not meet the objectives or the methodology of personalized learning.…”

Section: Learning Landscape Using Webgismentioning

confidence: 99%

“…Some specific teaching and learning strategies, such as the inquiry method [14][15][16], the flipped classroom or flipped teaching [17,18], self-organized learning (the Self-Organized Learning Environment, SOLE project [19]), self-learning and life-long learning [20] are examples of student-centered learning guided by teachers using personalized learning. In all cases, key questions of the subject to be studied or researched are very important in order to achieve learning objectives using a varied range of materials.…”

Section: How To Learnmentioning

confidence: 99%

WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts

Lázaro-Torres

González

Yago

2017

IJGI

View full text Add to dashboard Cite

Abstract:The value of landscape, as part of collective heritage, can be acquired by geographic information systems (GIS) due to the multilayer approach of the spatial configuration. Proficiency in geospatial technologies to collect, process, analyze, interpret, visualize, and communicate geographic information is being increased by undergraduate and graduate students but, in particular, by those who are training to become geography teachers at the secondary education level. Some teaching experiences, using personalized learning, distance learning methodology, and GIS, focused on education aims to integrate students and enhance their understanding of the landscape are shown. Opportunities offered by WebGIS will be described, through quantitative tools and techniques that will allow this modality of learning and improve its effectiveness. Results of this research show that students, through geospatial technologies, learn the landscape as a diversity of elements, but also the complexity of physical and human factors involved. Several conclusions will be highlighted: (i) the contribution of geospatial training to education on the landscape and for sustainable development; (ii) spatial analysis as a means of skills acquisition regarding measures for landscape conservation; and (iii) expanding and applying acquired knowledge to other geographic spaces.

show abstract

Exploring the characteristics of an optimal design for inquiry-based geography education with Geographic Information Systems

Cited by 56 publications

References 29 publications

Professional Development Focusing on Inquiry-Based Learning Using GIS

Professional Development Focusing on Inquiry-Based Learning Using GIS

Spatial information literacy for digital humanities: The case study of leveraging geospatial information for African American history education

WebGIS and Geospatial Technologies for Landscape Education on Personalized Learning Contexts

Contact Info

Product

Resources

About