T.T. Favier

Learning geography by combining fieldwork with GIS

Geographic information systems (GIS) offer many possibilities for supporting student research projects. This paper deals with the results of the first phase of a design study on student research projects that combine (quantitative) data collection in the field with data visualisation, manipulation and analysis in GIS. In this study, we try to identify the characteristics of a successful design. In the first phase of the study, four student research projects that combine fieldwork with GIS were designed and tested. The design and test rounds were primarily focused at identifying the characteristics of feasible and potentially rich student research projects. On the basis of the design and test rounds, we identified five features of feasible student research projects that combine fieldwork with GIS.

Professional Development Focusing on Inquiry-Based Learning Using GIS

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.

Digital Geography Education in the Twenty-First Century: Needs and Opportunities

The introduction of geospatial technologies is changing geography education very fast. Google Earth, web atlases and many location based services are available from the Internet and offer the opportunity to study almost every place in the world anytime anywhere. This opens up a great perspective for geography education in a way not known before. Nevertheless also in geography life is not just a bed of roses. The introduction of geospatial technologies is not always simple, due to technical problems and fast changing devices, a lack of experience in teaching with geospatial technologies and a huge amount of information that may prevent learners to see the wood for the trees. However, the advantages of using geospatial technologies in geography education far outweigh the problems if geographical thinking is involved. This contribution discusses briefly the needs and opportunities of digital geography education in the twenty-first century.