Student perspectives on the teaching of geographical information systems (GIS) in geography degrees

Şeremet, Mehmet; Chalkley, Brian

doi:10.1080/03098265.2014.963795

Cited by 28 publications

(10 citation statements)

References 64 publications

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“…Despite benefits associated with active pedagogical approaches, a recent survey of science, technology, engineering, and mathematics (STEM) fields demonstrates that the majority of college and university instructors continue to rely on passive, lecture-based instructional methods (Stains et al, 2018). As noted by Şeremet and Chalkley (2015), GIS&T courses are no exception.…”

Section: Active Learning Strategies and Gisandtmentioning

confidence: 99%

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Mathews

Wikle

2019

Transactions in GIS

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Anyone involved in teaching the principles and applications of geographic information science and technology (GIS&T) understands the challenges of effective instruction within an environment subject to nearly constant change. Indeed, the dynamic nature of GIS&T introduces both new paradigms and increasingly powerful tools for exploring spatial relationships. However, while past efforts among educators and practitioners have identified knowledge and competencies important to GIS&T learning, less attention has been directed at methods used to teach GIS&T. For example, while some instructors employ traditional approaches such as lectures and structured laboratory exercises, others have shifted to active learning strategies such as “flipped classrooms” and collaborative, project‐oriented assignments. In this article, we assess the pedagogical approaches used to teach GIS&T courses through an Internet‐based survey of 318 college and university faculty. Our findings demonstrate that active learning pedagogies are becoming more firmly established, supplementing or replacing traditional teaching approaches. Contrary to our assumptions, age and teaching experience are not factors that influence the adoption of active learning strategies. Along with assessing instructional approaches, our survey identifies the challenges associated with teaching GIS&T, as identified by survey respondents.

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Section: Active Learning Strategies and Gisandtmentioning

confidence: 99%

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Mathews

Wikle

2019

Transactions in GIS

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“…GIS is increasingly becoming a valuable tool in geography research and an important skill in industry. The number of GIS courses increases, but courses focused on GIS alone do not provide a realistic view of its applications (Şeremet & Chalkley, 2014;Sinton, 2009). Using GIS as part of a fieldwork is an easy way to introduce GIS in a relevant context rather than in a GIS-specific course and enhances the student's view of the possibilities of GIS.…”

Section: Learning Experience and Motivation Of Studentsmentioning

confidence: 99%

Using GIS in an Earth Sciences field course for quantitative exploration, data management and digital mapping

Marra

Grint

Alberti

et al. 2017

Journal of Geography in Higher Education

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Field courses are essential for subjects like Earth Sciences, Geography and Ecology. In these topics, GIS is used to manage and analyse spatial data, and offers quantitative methods that are beneficial for fieldwork. This paper presents changes made to a first-year Earth Sciences field course in the French Alps, where new GIS methods were introduced. Students use GIS in preparation to explore their research area using an elevation model and satellite images, formulate hypotheses and plan the fieldwork. During the fieldwork, a pilot group managed their fieldobservations using GIS and made digital maps. Students praise the use of quantitative digital maps in the preparation. Students made use of the available techniques during the fieldwork, although this could be further intensified. Some students were extra motivated due to the technical nature as well as the additional analytical possibilities. The use of GIS was experienced as a steep learning curve by students, and not all staff members are confident in supervising students using GIS, which calls for a sufficient preparation and training of both students and staff. The use of GIS adds abstract analyses and quantitative assessment, which is a complementary learning style to fieldwork that mostly focuses on practical skills.

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“…Dapatan hasil kajian yang dijalankan oleh Fleming (2015) dan Dal (2010), menyatakan bahawa pendidikan GIS dalam PdPc telah menarik minat ramai pelajar untuk mempelajari sesuatu ilmu (Toriskie, 1999;Mohd Aris Othman, 2007;Cheung et al, 2011a;Kerski, 2003;Panoutsopoulos et al, 2015;Şeremet & Chalkley, 2015;Schultz et al, 2008;Tabor & Harrington, 2014;Lateh & Muniandy, 2010;Jaafar, M., 2017;Mayalagu et al, 2018). Menurut dapatan kajian Jekel, Koller & Strobl (2012), terbukti bahawa pelajar lebih berminat untuk mempelajari mata pelajaran Geografi berbanding sebelum pelaksanaan GIS dalam PdPc.…”

Section: Kajian Lepasunclassified

“…Hasil kajian ini juga selari dengan dapatan kajian-kajian lepas, yang menyatakan bahawa penggunaan GIS yang digunakan dalam kajian-kajian mereka mendapat keputusan positif seterusnya mengakui bahawa GIS berjaya meningkatkan minat para pelajar terhadap mata pelajaran Geografi. Hasil daripada kajian lepas turut menyokong kesemua kajian yang menggunakan GIS sebagai intervensi dalam kajian eksperimen kerana telah menghasilkan kesan yang positif terhadap pemboleh ubah bersandar yang dikaji iaitu minat pelajar terhadap mata pelajaran Geografi (Panoutsopoulos et al, 2015;Şeremet & Chalkley, 2015;Schultz et al, 2008;Kerski, 2003b;Tabor & Harrington, 2014).…”

Section: Perbincanganunclassified

Keberkesanan Geographic Information System (GIS) dalam mencungkil minat pelajar terhadap mata pelajaran Geografi di sekolah menengah

et al. 2019

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AbstrakKemajuan teknologi dalam Pembelajaran dan Pemudahcaraan (PdPc) abad ke-21 amat dititikberatkan oleh Kementerian Pendidikan Malaysia (KPM) selaras dengan Pelan Pembangunan Pendidikan Malaysia 2013-2025. Senario kini, mata pelajaran Geografi di Malaysia semakin terpinggir khususnya bagi peringkat Sijil Pelajaran Malaysia (SPM) dan minat pelajar terhadap mata pelajaran ini turut semakin berkurang. Justeru, penggunaan Geographic Information System (GIS) dalam PdPc Geografi dilihat sebagai satu wadah baharu dalam meningkatkan minat pelajar terhadap mata pelajaran Geografi di sekolah. Dalam kajian ini reka bentuk penyelidikan eksperimen tulen digunakan yang melibatkan Kumpulan Eksperimen (KE); dengan intervensi teknologi geospatial dan Kumpulan Kawalan (KK); dengan kaedah konvensional dalam PdPc digunakan. Kajian ini turut menguji keberkesanan penggunaan GIS berasaskan modul GIS-KBR dalam meningkatkan minat para pelajar terhadap mata pelajaran Geografi. Hasil analisis ANCOVA satu hala pada aras signifikan .05 menunjukkan terdapat perbezaan signifikan skor ujian pasca bagi pemboleh ubah minat. Hasil dapatan turut menunjukkan terdapat perbezaan yang signifikan bagi ujian pasca antara kumpulan KE dan KK. Tuntasnya, hasil kajian menunjukkan bahawa pelaksanaan aktiviti GIS berasaskan modul GIS-KBR ini meningkatkan minat dalam kalangan pelajar Geografi berdasarkan pembuktian tahap minat kumpulan eksperimen yang lebih tinggi berbanding dengan kumpulan kawalan.Kata kunci: geografi, GIS, modul GIS-KBR, minat pelajar, PdPc abab ke 21, teknologi geospatial GEOGRAFIA Online TM Malaysian Journal of Society and Space 15 issue 4 (64-79) AbstractThe 21st century technology

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Student perspectives on the teaching of geographical information systems (GIS) in geography degrees

Cited by 28 publications

References 64 publications

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Using GIS in an Earth Sciences field course for quantitative exploration, data management and digital mapping

Keberkesanan Geographic Information System (GIS) dalam mencungkil minat pelajar terhadap mata pelajaran Geografi di sekolah menengah

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