Las técnicas de Minería de datos, Imágenes 3D, Sistemas de Información Geográfica y Estadística espacial aplicadas a la Innovación Educativa [Techniques of Data Mining, 3D Images, Geographic Information Systems and Spatial Statistics applied to Educational Innovation ]

El objetivo de este artículo es analizar como las nuevas tecnologías: Minería de datos, Imágenes 3D o Videos digitales, Sistemas de Información Geográfica (datos georreferenciados) y Estadística espacial, han cambiado y mejorado la Innovación Educativa. Sin embargo, hay que destacar la “poca presencia” de aplicación de la Estadística espacial en España en los trabajos de investigación de Innovación Educativa. El objetivo de este trabajo ha sido investigar las causas más importantes de la no aplicación de esta estadística, detectándose que hay una falta de formación en Secundaria y Bachillerato, así como en la etapa universitaria, tanto en alumnos, como en profesores. Y por ello, se proponen soluciones para la mejora en la utilización y aplicabilidad de la Estadística espacial en los trabajos de Innovación Educativa en España. [The aim of this work is to analyze how the new technologies: Data Mining, 3D Images or Digital Videos, Geographic Information Systems (georeferenced data) and Spatial Statistics, has changed and improved the current trends in Educational Innovation. Nevertheless, it is necessary to emphasize the "lack" of application of Spatial Statistics in Spanish researches focus on Educational Innovation. In this study the most important causes of non-application of this topic are investigated, and it has been detected an absence of this kind of education during Secondary and High School grades, which can also be extended university studies and affects both, students and teachers. Therefore, solutions are proposed for the improvement in the use and applicability of Spatial Statistics in the field of Educational Innovation in Spain.

PERCEPTION OF SPATIAL VARIATION IN ACTIVITIES PREPARED BY GIS IN GEOGRAPHY EDUCATION

In this study, it is aimed to give students the ability to perceive spatial variation and to reveal the impact of the activities on students' course success by using Geographical Information Systems (GIS) in geography education. The study group consisted of a total of 60 students attending to the 10th grade of secondary school in 2018-2019 academic year, which was determined by appropriate sampling method in Berat Hayriye Cömertoğlu Anatolian High School in Alanya district of Turkey. In this quantitative study, pretest-posttest quasi-experimental research model was used. The courses were taught with traditional methods and GIS based activity techniques for the control and experimental groups, respectively. The data were collected with the help of the subject achievement test prepared by the researchers in accordance with the expert opinions in the field. At the end of the posttest, data were analyzed by performing t-test in SPSS 22.0. As a result, it was determined that the courses taught with GIS based activities gave students a higher level of perception of spatial variation skills compared to the courses taught with traditional methods. Also, it was clarified that the students in the course which were taught with GIS based activities were more successful. &nbsp

Realidad aumentada, WebGIS y storytelling para la docencia geográfica: una revisión bibliográfica

Innovación EducativaSe presenta un resumen con la bibliografía recopilada en el Proyecto de Innovación Docente, referida a realidad aumentada, WebGIS, cartografía y storytelling enfocados a la docencia en geografía y ciencias sociales afines. Todas las obras recogidas en el listado han podido ser consultadas a través de repositorios en Internet y en las bases de datos de la Universidad de Valladolid, y se han recopilado para poder ser consultadas en el ámbito de un grupo de innovación docenteDepartamento de Geografí

GIS dalam pendidikan geografi di Malaysia: cabaran dan potensi (GIS in the Malaysian geography education: Challenges and potentials)

Teknologi Maklumat dan Komunikasi (ICT) kini menjadi tunjang dalam merangka sistem pendidikan di Malaysia. Pengenalan KBSR dan KBSM merupakan reformasi pendidikan yang terbesar di Malaysia. Pendidikan di Malaysia sentiasa diselaraskan dengan kehendak pasaran dunia, iaitu bertujuan menghasilkan modal insan kelas pertama. Program Pengkomputeran Sekolah berjaya melengkapkan prasarana sekolah dengan makmal komputer. Integrasi ICT dalam subjek-subjek di sekolah mula dilaksanakan. Namun, sebarannya adalah tidak sekata. Subjek Geografi merupakan salah satu subjek yang masih bersifat penghafalan fakta tanpa kemahiran teknologi. Integrasi teknologi dalam subjek ini amat perlu bagi memartabatkan serta menghidupkannya. Sistem Maklumat Geografi (GIS) adalah amat sesuai diterapkan dalam subjek Geografi. GIS merupakan salah satu sistem maklumat yang digunakan untuk menyimpan, memapar, menganalisis dan memanipulasi data yang berkaitan dengan ruangan. Pelbagai negara lain seperti Australia, New Zealand dan Singapura telahpun mengintegrasi GIS dalam proses P&P di sekolah. Di Malaysia, GIS dalam bidang pendidikan masih di tahap perbincangan atas kertas kerja. Keupayaan GIS untuk menerap masuk dalam sistem pendidikan di Malaysia masih dipersoalkan. Pelbagai persoalan seperti sejauhmana GIS sesuai di peringkat sekolah, keberkesanan terhadap pelajar, kesesuaian dengan pelajar sekolah dan keupayaan guru mengendalikan GIS sering timbul. Maka artikel ini membincangkan cabaran dan potensi GIS untuk diimplimentasi dalam subjek geografi di sekolah. Kaedah analisis kandungan digunakan untuk mencari sebanyak mungkin peluang dan halangan dalam mengimplimentasi GIS. Dua puluh artikel dari dalam dan luar negara dianalisis secara terperinci menggunakan borang analisis kandungan yang diadaptasi dari Crosswell, P. L. Penyenaraian halangan dan peluang ini diikuti dengan pengagihan menggunakan analisis SWOT. Analisis SWOT ini bertujuan mengidentifikasi kekuatan, kelemahan, ancaman serta peluang secara terperinci

Using Geographic Information Systems in sciences classrooms

This qualitative study examines GIS use in two North Carolina classrooms and illustrates several GIS lessons that span the gamut of worksheet type lessons to independent student research. Using Geographic Information Systems, GIS, in the science classroom has a variety of benefits which the associated literature describes.  The teachers in this study report that GIS is a technology that a wide range of students enjoy using.  Visual learners find GIS a way to establish and communicate relationships that may be difficult for them to communicate with words and this makes their learning more enjoyable and rewarding.  GIS use allows teachers to simplify many science concepts and again appeal to visual learners.  Earthquake and volcano location relative to plate boundaries is a good example that is illustrated in a model lesson here.  Additionally, GIS technologies allow students to practice and enhance their inquiry and problem solving skills.  Students must select appropriate data layers, produce a map that communicates clearly to an audience, and calculate values like perimeter and area.  GIS maps can be used to help students generate research questions and then answer those questions.  An example student project is also included. GIS is a multi-faceted technology that is ready for use in the science curriculum.

TEACHERS’ PERCEPTIONS OF ESRI STORY MAPS AS EFFECTIVE TEACHING TOOLS

The purpose of this study was to explore teachers’ perceptions of Esri Story Maps as effective teaching tools. Story Maps are a relatively new web application within Esri’s web-based GIS platform, ArcGIS Online. They combine digitized, dynamic maps with other story elements (i.e., title, text, legend, popups, and other visuals) to help the creator effectively convey a message. The relative ease associated with using and creating a Story Map as well as the simple, non-technical interface makes them ideal for use as an educational technology. Survey data were collected at several professional development events in the spring of 2014 in Columbia, SC where a total of forty-two participants were introduced to the concept of a Story Map and then given a hands-on demonstration on how to use the web application. Analysis revealed that the participants perceived Story Maps to be user-friendly, interactive, and engaging. They felt their students would enjoy using the technology and even articulated that Story Maps could help present materials that meet academic standards. Furthermore, they conveyed a willingness to collaborate with colleagues to create interdisciplinary Story Maps as teaching tools. Participants expressed more neutral sentiments concerning the ease with which they created a web map and navigated ArcGIS Online and therefore communicated a slight preference for using pre-made Story Maps over creating their own. Several obstacles stand in the way of successful implementation, including inadequate technology resources at schools, a need for additional training, and a lack of time. It is recommended that teacher preparation programs begin using GIS and Story Maps as teaching and learning tools for preservice teachers. Additionally, professional development for inservice teachers should focus on the specific pedagogical applications of the educational technology and not just the technical skills required to operate Story Maps. It is also recommended that local, professional GIS users provide sustained technical support and serve as mentors to educators looking to use GIS and Story Maps in their classrooms

Instructional geographic information science: map overlay and spatial abilities

The fundamental goal of this study is to determine if the complex spatial concept of map overlay can be effectively learned by young adolescents through the utilization of an instructional technique based within the foundations of Instructional Geographic Information Science (InGIScience). Percent correct and reaction times were the measures used to analyze the ability of young adolescents to learn the intersect, erase, and union functions of map overlay. The ability to solve for missing inputs, output, or function was also analyzed. Young adolescents of the test group scored higher percent correct and recorded faster reaction times than those of the control group or adults of the expert group by the end of the experiment. The intersect function of map overlay was more difficult in terms of percent correct and reaction time than the erase or union functions. Solving for the first or second input consistently resulted in lower percent correct and higher reaction times throughout the experiment. No overall performance differences were shown to exist between males and females. Results of a subjective "real-world" test also indicated learning by young adolescents. This study has shown that the practice of repetitive instruction and testing has proven effective for enhancing spatial abilities with regard to the map overlay concept. This study found that with practice, young adolescents can learn the map overlay concept and perform at levels equal to or greater than adults. This study has helped to answer the question of whether this development of spatial abilities is possible

The Role of Geospatial Thinking and Geographic Skills in Effective Problem Solving with GIS: K-16 Education

Effective use of a Geographic Information System (GIS) is hampered by the limited geospatial reasoning abilities of students. The ability to reason with spatial relations, more specifically apply geospatial concepts, including the identification of spatial patterns and spatial associations, is important to geographic problem solving in a GIS context. This dissertation examines the broad influence of three factors on GIS problem solving: 1) affection towards computers, geography, and mathematics, 2) geospatial thinking, as well as 3) geographic skills. The research was conducted with 104 students in Waterloo, Ontario, Canada. Students were drawn from four educational levels: grade 9 students, 13 to 14 years of age; 1st year undergraduate university students, 3rd and 4th year undergraduate geography majors; and geography students at the graduate level ranging from 22 to 32 years of age. The level of affection is measured with modified scales borrowed from psychology. Results show that students in general exhibit positive sentiments toward computers and geography but less so towards mathematics. Spatial thinking and knowledge of geospatial concepts are measured by a 30-item scale differentiating among spatial thinkers along a novice-expert continuum. Scores on the scale showed an increase in spatial reasoning ability with age, grade, and level of education, such that grade 9 students averaged 7.5 out of 30 while the mean score of graduate students was 20.6. The final exercise assessed pertinent skills to geography namely inquiry, data collection, and analysis. In general, there was a positive correlation in the scores such that the skill proficiency increased with grade. Related analysis found three factors that affect problem-solving performance with a GIS. These include age, geographic skills (inquiry and analysis), and geospatial thinking (subscales analysis, representation, comprehension, and application). As well, the relationship(s) between performance on the geospatial scale and the observed problem-solving sequences and strategies applied on a GIS was examined. In general, students with lower scores were more apt to use basic visualization (zoom/measure tools) or buffer operations, while those with higher scores used a combination of buffers, intersection, and spatial queries. There were, however, exceptions as some advanced students used strategies that overly complicated the problem while others used visualization tools alone. The study concludes with a discussion on future research directions, followed by a series of pencil and paper games aimed to develop spatial thinking within a geographic setting