Internet-Based GIS in an Inductive Learning Environment: A Case Study of Ninth-Grade Geography Students

Abstract

This article reports the results of a qualitative case study that explored the use of Internet-based geographic information systems (IGIS) with ninthgrade geography students. The students worked in teams to examine the geography of Africa using IGIS resources with the instructional goal of developing a presentation on a significant issue facing one region or country. The purpose of this study was to explore the use of IGIS as a tool for integrating geospatial technologies into ninth-grade geography curriculum and instruction within an inductive learning environment. The findings for this study indicate that IGIS can be a successful tool for geography education in an inductive learning environment. Based on qualitative data collected through classroom observations, focus group interviews with students, student work samples, and a teacher journal, two assertions are offered: students perceived expanded freedom as a positive aspect of this IGIS project and IGIS projects such as this can lead to gains in students' cultural awareness and empathy for distant others. Key Words: Internet-based geographic information systems, inductive learning, secondary school geography, case study methodology Andrew J. Milson is an associate professor of secondary education at the University of North Texas in Denton, Texas, USA. He teaches undergraduate courses for secondary preservice teachers and graduate courses in curriculum and instruction. His research interests include the implementation of inquiry learning methodologies in secondary schools and the integration of technology (particularly the Internet and geospatial technologies) into secondary social studies education. Brian D. Earle is a doctoral candidate in geography at Texas State University at San Marcos in San Marcos, Texas, USA, and a fulltime faculty member with Cedar Valley College of the Dallas County Community College District in Dallas, Texas, USA. He has taught biology for nonscience majors for the last ten years. His research interests include concept learning, misconceptions as barriers to higher level thinking, and the use of technology in K-8 geographic and science education.The increased availability of Internet-based geographic information systems (IGIS) applications opens new opportunities for the integration of geospatial technologies into K-12 curriculum and instruction. The emerging IGIS environments, such as the National Atlas (National Atlas of the United States 2006), American Factfinder (U.S. Census Bureau 2006), and Globalis (Globalis 2006) provide a promising alternative to desktop GIS in educational settings due to their free access, familiar interfaces, and large, up-to-date databases (Baker 2005;Milson 2006). A user accesses an IGIS through a Web browser where geographic data are displayed as maps and graphs based on user-selected criteria. The typical IGIS interface includes common GIS tools such as pan, zoom, identify, and select. Many IGIS also provide navigation tools such as drop-down menus, check boxes, and buttons to aid the user in manipu...

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