Abstract
Putting GIS in Its Place: Proactive Approaches for Classroom Beginners
Track: Educational Research and Teacher Education
Author(s): Mary Fargher
When used effectively, GIS systems are powerful purveyors of geographic information. Despite research evidence reflecting associated pedagogical benefits, the place of GIS in many schools remains less than secure. Some teachers continue to associate it with both real and perceived implementation barriers.
This paper will refer to a recent GIS research study in a UK secondary school that reflects reasons for growing optimism. The main aim of the study was to investigate how using quite readily accessible GIS tools can help teachers begin incorporating GIS into their teaching. Students used Esri ArcView 3.3 and an adapted version of the Esri online GIS activity based on the Titanic disaster (Kerski 2002) to develop their spatial skills.
Suggestions for subsequent proactive approaches to developing GIS use effectively in classrooms will also form the basis of the discussion.
Mary Fargher
School of Mathematics, Science and Technology
Institute of Education
University of London
20, Bedford Way
London, England WC1H OAL
E-mail: mgfargher@dsl.pipex.com
Web site:www.ioe.ac.uk