Problems of geoinformation system development and introduction in geographical education

The transition to the use of new information technology means is a characteristic feature of the modern general education and higher school. The programs of informatization are being implemented and the means of education informatization are being developed in the educational process of the educational institutions of Tatarstan within the framework of the priority national project "Education".Modern educational standards also pay special attention to the need of competence development in the use of information and communication technologies, including the formation and the development of competence in the use of information and communication technologies at the public level, including the possession of information and communication technologies, the search, the design and transfer. Similarly, the requirements for the subject results of an in-depth geography course mastering should reflect the ability to use geoinformation systems [8].Taking into account the expanding possibilities of computers, the growth of information cognitive activity of students and the persons just interested in geography and ecology, the task of a qualitatively new educational GIS creation combining data from toponymy, cartography and geography is a relevant one. The educational process at educational institutions requires the creation of teaching aids that will simplify the learning process. Within geography, which is common both at schools and at universities, geoinformation systems should become such a unique teaching tool.The use of GIS will improve the visibility, the perception of material, the variability of the cartographic image, but it does not contain a learning component.Keywords: education, geographic information systems, geography program

Inquiry Learning and Cognition: A Summary of Research and Implications for Geography Learning

An important student centered strategy practiced across the schools in USA is Inquiry Learning However inquiry involves the adoption of several complex procedures directed using scientific method and hence difficult to be practiced by an average learner unless he gets some external support Students experiences in the process of Inquiry have been documented in a series of empirical studies The Information Search Process model ISP of Kuhlthau describes seven stages as students proceed through their complex inquiry However students can be made to gain expertise in their inquiry learning when they are guided by teachers and experts Scaffolding refers to supportive situations adults create to help learners extend current skills and knowledge to higher level of competence The present study is an attempt to validate a new instructional strategy which combines the strong points of two differing strategies viz the inquiry learning and scaffolding for teaching high school geography Several studies by Bermingham 2016 Kukkonen 2014 Rae s Schellens report on the effectiveness of these two strategies The efficacy of the innovative approach on cognitive achievement is tested by comparing the terminal behaviors of two groups one exposed to the innovative teaching method and the other to the practicing classroom pedagogy The results show significant positive results in all the seven cognitive variables teste

Geographic-inquiry on virtual environment mobile application to support fieldwork based on blended learning

Implementing geography learning using the blended learning model is challenging for most geography teachers because this subject is ‘hands-on’ and needs to be learned directly in a real environment using fieldwork. This study aimed to test the pedagogical effectiveness of the geographic-inquiry on virtual environment (GIVE) application in supporting fieldwork based on blended learning to improve students’ geographical thinking. This study used a quasi-experimental method involving 216 high school students from three schools. The paired sample t-test (Sig. 2-tailed 0.000) shows that GIVE has a pedagogical influence on students’ geographical thinking. GIVE also offers a big effect size (Cohen’s d=1.37). The technology and the right smartphone application can help develop a virtual environment close to a real one, so fieldwork and hands-on learning activities can be carried out in blended learning; this helps to increase the quality of geography learning

Improving Spatial Thinking Through Experiential-Based Learning Across International Higher Education Settings

Research in geographic education has a strong focus on the improvement of spatial thinking. For Millennials, spatial thinking curriculum could benefit from the inclusion of experiential-based learning activities. However, as universities are faced with larger class sizes, new approaches need to be incorporated by the instructors to offer improved learning environments. Courses introducing basic geography skills often incorporate lessons concerned with spatial thinking and global perspectives. Thus, the instruction of geographic tools such as Global Positioning Systems (GPS), longitude, latitude, and remote sensing offer prime opportunities for experiential-based learning in geographic pedagogy. This research aimed to employ a low-cost experiential-based learning method incorporating a geocaching activity to strengthen spatial thinking skills. The method was employed at universities in both the United States and Ethiopia with non-geography major students at different levels of study. The effectiveness of the method was measured utilizing the pre- and post- spatial thinking ability test (STAT). Additionally, the student’s perceptions and experience with the activity were further explored through a survey. The results suggest that the geocaching activity significantly (t(133)=-2.914, p=0.004) improved the spatial thinking of the grouping of all students. These students showed significant improvements in orientation and directional abilities (p=0.000), spatial overlay and dissolve (p=0.033), and points, networks, regions/ spatial shapes and patterns (p=0.003). Additionally, students suggested they strongly agree that they enjoyed the activity (85.83%) and that the activity stimulated their thinking more than a lecture (79.69%). The findings suggest that the incorporation of an experiential-learning activity in the undergraduate classroom may lead to improvements in student spatial thinking

Spatial Information Literacy for Digital Humanities: The case study of leveraging geospatial information for African American history education.

The rise of “digital humanities” and the “spatial turn” in the humanities has generated many new insights in the study of culture, history, literature, and arts. Within this research trend, the library\u27s geospatial service can play an active role by introducing spatial information literacy and technology. In this article, we use the information literacy framework to explore the library\u27s role in supporting digital humanities by introducing a successful collaboration involving a librarian and history and education researchers in hosting a National Endowment for the Humanities (NEH)-funded summer institute for school teachers. Our results suggest that the framework has opened a new way to facilitate collaborations between librarians and multidisciplinary researchers

GIS maps as powerful curriculum artefacts

Maps have always been central to high quality geography education. Recent developments in web GIS have opened up new potential for teachers using GIS maps as powerful curriculum artefacts. Curriculum artefacts are resources that have signature meaning for teaching and learning. This paper argues that the use of GIS maps as curriculum artefacts can significantly enhance geography teaching and learning in schools. To illustrate this line of argument, a GIS curriculum artefact constructed in ESRI ArcGIS Online is critically evaluated using Maude’s typology of powerful geography knowledge as an analytical framework. The analysis identifies a number of educational benefits of using GIS maps as curriculum artefacts in school geography via a GeoCapabilities approach. The paper concludes with recommendations for the future geography curriculum development with GIS map artefacts in schools

Mapping the Hidden Discourse of Geographical Inquiry and Curriculum Change - Initial Case Study Responses to Geography Education K-10 in Australian Schools.

Within Australia globalisation, contentious connections with Asia and an increasing concern with sustainable development and intercultural education has created a new educational framework and curricula. The Australian Curriculum is the tangible, multi-dimensional and pedagogic catalyst to deliver capable, creative, culturally aware, futures focussed and critical education for all young people across the nation[1]. Within this context the discipline of Geography has become both highly visible and critical. Yet with the appearance of Geography has a unique domain specific study across foundation to the end of compulsory education in year 10 (K-10), Australian teachers have experienced a range of curricular responses from fear, reticence and resistance to brave enthusiasm and pedagogic creativity. This paper analyses these responses to geographical inquiry and curriculum implementation in the early stages of this process and considers the rationale, context and potential impact on learning.[1] http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Innovation, originality and contribution to knowledge : building a record of doctoral research in geography and environmental education

This article explores the possibilities for International Research in Geographical and Environmental Education [IRGEE] to facilitate the composition of a new strand of information on contemporary education research. The opportunities for further informing our community about successful doctoral research studies in geographical and environmental education, by providing brief synopses and related information about recently completed theses, are exemplified. The authors believe that IRGEE might enable thesis writers to communicate their research to others in and beyond their field, increasing our knowledge and understanding of the range of topics studied by geography and environmental educators. Twelve summaries of theses completed between 2011 and 2014 are appended to this article, as exemplars. It is hoped that publishing them might stimulate further interest in submitting summaries of recent and future theses for publication. Information about how to do so can be found on the International Geographical Union Commission on Geographical Education [IGU CGE] website

Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: evaluation of an educational program in Chile

[EN] The implementation of Mobile Pedestrian Navigation and Augmented Reality in mobile learning contexts shows new forms of interaction when students are taught by means of learning activities in formal settings. This research presents the educational, quantitative, and qualitative evaluation of an Augmented Reality and Mobile Pedestrian Navigation app. The software was designed for mobile learning in an educational context, to evaluate its effectiveness when applied as a teaching tool, in comparison to similar tools such as those present in e-learning. A mixed-method analysis was used, with primary school students from Chile as subjects (n = 143). They were split into one control group and one experimental group. The control group worked in an e-learning environment, while the experimental group performed the activity as field work, making use of the app (m-learning). Students were evaluated pretest and posttest using an objective test to measure their level of learning. In parallel, a satisfaction survey was carried out concerning the use of these technologies, in addition to interviews with several students and teachers of the experimental group. Pretest-posttest results indicate that the experimental group outperformed the control group in their learning levels. The results of the interviews and the satisfaction survey show that these technologies, combined with fieldwork, increase the effectiveness of the teaching-learning processes. Further, they promote the interaction of students with contents for learning, and they improve students’ performance in the educational process. The main goal is to provide a methodology for the analysis of an ad-hoc designed app. The app is intended to provide an m-learning process for subjects being taught about cultural heritage. The quantitative and qualitative results obtained show that it can be more effective than using similar technologies in e-learning context