Computers and the collaborative experience of learning

This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS. Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner.

Using Geographic Information System (GIS) to Improve Fourth Graders' Geographic Content Knowledge and Map Skills

/pdf/a-road-map-for-21-st-century-geography-education-geography-57nzlf1ezn.pdf

A Road Map for 21 st Century Geography Education: Geography Education Research

Understanding geospatial technologies (GSTs) and spatial thinking is increasingly vital to contemporary life including common activities and hobbies; learning in science, mathematics, and social science; and employment within fields as diverse as engineering, health, business, and planning. As such, there is a need for a stand-alone K–12 curriculum in this area rather than the more piecemeal integration of GSTs and spatial thinking that is more common in today's schools. This article discusses the development of a systematic GST/spatial thinking course and analyzes how this course promoted student learning in these areas as well as developing problem-solving skills in other fields and applications.

Implementing a High School Level Geospatial Technologies and Spatial Thinking Course.

edited by Milena Valencic Zuljan and Janez Vogrinc, Ljubljana, University of Ljubljana, 2010, 492 pp, 1400 € (softcover), ISBN 978-9-61-253051-8 Order by email from IgorCerar@pefuni-ljsi PDF

Facilitating effective student learning through teacher research and innovation

Pairs of students from two age groups made choropleth maps using Arc View. Evidence from their discourse is used to assess aspects of their cartographic understanding as well as the nature of their collaboration. Students from both age groups spent a high percentage of their time talking about cartographic strategy and a low percentage of time on technical aspects of GIS functionality. Older students engaged in more reasoning and questioning. Key areas for teacher intervention include promoting better student understanding of what the mapped data mean (including directionality and numerical characteristics) and the most effective strategies for raising the level of students' conceptual exchange during collaborative learning.

School Students' Understanding of Choropleth Maps: Evidence From Collaborative Mapmaking Using GIS

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School Students' Understanding of Choropleth Maps: Evidence From Collaborative Mapmaking Using GIS