Learning geography by combining fieldwork with GIS

Favier, T.T.; Schee, Joop van der

doi:10.1080/10382040903251091

Cited by 36 publications

(22 citation statements)

References 5 publications

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“…Fieldwork remains to be widely regarded as one of the most enjoyable and engaging forms of teaching and learning for the staff and students (Butler, 2008;Dunphy & Spellman, 2009;Flavier & van der Schee, 2009;Kent, Gilbertson, & Hunt, 1997). It is also clear that fieldwork teaching and learning has become increasingly diverse and innovative, incorporating a range of active learning strategies (Brown, 1999;Hirsch & Lloyd, 2005).…”

Section: Pbl and Fieldwork In Geographymentioning

confidence: 98%

Using problem-based learning in large undergraduate fieldwork classes: an Australian example

Tonts

2011

International Research in Geographical and Environmental Educat

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Problem-based learning (PBL) is one of a suite of strategies based on the premise that placing students at the centre of the learning process ultimately improves skills, knowledge and understanding. To date, however, there remain relatively few reports on the application of PBL within geography curricula. This paper traces the evolution of a PBL project in a first-year geography course with large student enrolments. It shows that while the adoption of PBL was challenging, the majority of students found the approach rewarding and enjoyable. Student feedback indicated that the most valuable components of the project were independent learning and working "hands on", while the least enjoyable included a sense of disorganisation and uncertainty that accompanied independence. The paper also reflects on the more general lessons drawn from the PBL project, focusing on issues such as assessment, staffing, resources and departmental culture.

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Section: Pbl and Fieldwork In Geographymentioning

confidence: 98%

Using problem-based learning in large undergraduate fieldwork classes: an Australian example

Tonts

2011

International Research in Geographical and Environmental Educat

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“…Carlson (2007) has found that the GIS inquiry approach, together with field experience, engaged university students in positive learning outcomes. In their study combining fieldwork with GIS, Favier and Schnee (2009) argue that doing inquiry projects with GIS stimulates students' research skills: skills for raising geographical research questions, skills in choosing data acquisition methods, skills in collecting data, skills in manipulating, visualizing and analyzing data, and skills in reporting and presenting. They also consider that regarding the learning of geographic thinking skills, higher order geographic thinking operations are predominantly applied in the assignment and discussion phase.…”

Section: Introductionmentioning

confidence: 98%

Student-teachers’ use ofGoogle Earthin problem-based geology learning

Ratinen

Keinonen

2011

International Research in Geographical and Environmental Educat

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Geographical Information Systems (GIS) are adequate for analyzing complex scientific and spatial phenomena in geography education. Google Earth is a geographic information tool for GIS-based learning. It allows students to engage in the lesson, explore the Earth, explain what they identify and evaluate the implications of what they are learning. This paper introduces one example of using Google Earth for problem-based learning processes in teacher education. Student-teachers' geographical thinking was analyzed during the study process. We have found that although student-teachers have inadequate skills to use information and communication technology, the use of Google Earth improved student-teachers' geographical thinking skills, even though they still have difficulties in interpreting maps and analyzing geological data.

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“…In German as well as in international literature on the subject, the potential of GI(S) for geographic education has been widely described (see BAKER 2002, FAVIER & VAN DER SCHEE 2009a, 2009b, VOGLER et al 2010, and others). There is a broad consensus in scientific discourse on the subject that GI applications offer great opportunities for learning, for example, to gain geographical knowledge or for methodical approaches like inquirybased learning -or simply just to enhance the reputation of the subject.…”

Section: Criteria Regarding Software and Data For A Successful Implemmentioning

confidence: 99%

Criteria Regarding Software and Data for a Successful Implementation of GI(S) in the Geography Classroom

Höhnle¹,

Mehren²

2015

GI_Forum 2014 – Geospatial Innovation for Society

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Given the low implementation of GI(S) in the geography classroom at German schools, it was examined which support geography teachers need from their perspective, in order to implement GI(S) in their teaching.The results illustrate that there are eight main criteria which are important for the implementation of GI(S) from the teachers' perspective: adequate teaching examples, integration of GI(S) in teacher training at university, sustainable further training activities for teachers, didactical conditions, GI(S)-promoting conditions at the school, access and availability of geodata, adequate software solutions, and cooperation and exchange of the participating GI(S) actors. Two main criteria and their sub-criteria are discussed more deeply in this paper: software solutions and geodata availability.

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Learning geography by combining fieldwork with GIS

Cited by 36 publications

References 5 publications

Using problem-based learning in large undergraduate fieldwork classes: an Australian example

Using problem-based learning in large undergraduate fieldwork classes: an Australian example

Student-teachers’ use ofGoogle Earthin problem-based geology learning

Criteria Regarding Software and Data for a Successful Implementation of GI(S) in the Geography Classroom

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