Pilot Study Using ArcGIS Online to Enhance Students’ Learning Experience in Fieldwork

Abstract

Applying ArcGIS Online application to geological fieldwork provides an alternative way to teach students. This brief report describes an educational innovation for geological fieldwork with the ArcGIS Online application to examine students’ learning experiences. In comparison to traditional classrooms, this teaching method enables students to more easily comprehend how geological structures and features connect through the mapping area. This observation indicates that students can think about the structure and deformation events as spatial continuity during acquisition data gathering in the field. Results from independent t-tests between treated and untreated student groups show that the average post-test scores of the treated students were significantly higher than pre-test scores, at a p = 0.05 level, after using ArcGIS Online in fieldwork designed in this study. Therefore, the ArcGIS Online application plays an important role in changing and developing the geological fieldwork in Thailand at the university scale for students. This teaching method could potentially benefit any science teaching and have applications in other disciplines requiring similar skills as well.

Use of Geoinformatics for the Digitization and Visualization of Sensitive Space in the Urban Landscape: A Case Study of the Gross-Rosen Sub-Camps Systems

“…The ArcGIS On-line cloud software (ESRI, Inc., Redlands, CA, USA) was used to make the data available [49,50]. ArcGIS Online systems can run on handheld computing devices such as tablets and smartphones [51,52], so in fieldwork they are is simple to use as they have built-in GPS receivers for localization. This helped researchers locate the remains of the camp in the field during the site visit as well as the Museum staff in the future camp inventory work.…”

Does the use of GIS in geographical education yield better learning outcomes? Evidence from a quasi‐experimental study on air pollution teaching

“…GIS is supportive of constructivist learning (Kerski et al., 2013; Kinniburgh, 2010), as it involves an interactive and constructive process to build maps and models that make sense of the world. Moreover, previous research has illuminated many benefits of GIS in geographical education (Bikar et al., 2022; Jo & Hong, 2020; Li et al., 2022; Liu et al., 2010; Phantuwongraj et al., 2021; Schulze, 2021), including (1) Enhancing thinking skills and knowledge: Geospatial technologies like GIS have demonstrated the potential to enhance student learning, spatial and critical thinking skills (Baker & White, 2003; Demirci, 2015; Goldstein & Alibrandi, 2013; Lee & Bednarz, 2009). Students exhibited greater gains in content knowledge when utilizing GIS‐related technology as compared to traditional methods (Metoyer & Bednarz, 2017); (2) Advancing spatial relationship understanding: GIS offers a more interactive and engaging learning experience conducive to advancing students' understanding of spatial relationships (Favier & Van der Schee, 2014); (3) Strengthening decision‐making and reasoning: The use of GIS in education has been linked to meaningful decision‐making and an enhanced reasoning about issues, such as climate change and air pollution (Cox et al., 2014; Hodza et al., 2021; Kerski, 2008; Miller, 2022; Milson et al., 2012; Milson & Kerski, 2012); (4) Enabling visualization for easier learning: GIS technology excels in visualizing spatial arrays, concepts, layouts, relations, trends, and processes.…”

Actas del XIX Congreso de Tecnologías de la Información Geográfica. TIG al servicio de los ODS Zaragoza, 12 a 14 de septiembre de 2022

“…Existe un consenso en el hecho de que las SIG Web facilitan la comprensión de la realidad territorial y sus atributos físicos y socioeconómicos a través de la visualización de esos datos entre la mayoría de los profesores que las integran en la formación del profesorado que se imparte desde universidad y en la enseñanza secundaria (Álvarez-Otero, 2020;Buzo, 2021;Buzo-Sánchez et al, 2022;Fargher, 2018;Puertas et al, 2022;Zwartjes y De Lázaro, 2019, entre otros), así como en otras materias, en la enseñanza del turismo (Mínguez, 2021;Martínez-Hernández et al, 2021), en el paisaje (De Lázaro et al, 2017), en la arqueología (Pons et al, 2019) o el trabajo de campo (Phantuwongraj et al, 2021), entre otras. Todos ellos reflexionan sobre las pedagogías más adecuadas para su implantación, si bien el método indagatorio y el aprendizaje basado en problemas aparecen como las más empleadas (Álvarez-Otero y De Lázaro 2018;Digan, 2019; J. de la Riva, M.T.…”