A Research Agenda for Geospatial Technologies and Learning

Abstract

Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches. A proposed agenda is designed to frame the next generation of research in this field, organized around four foci: (1) connections between GST and geospatial thinking; (2) learning GST; (3) curriculum and student learning through GST; and (4) educators' professional development with GST. Recommendations for advancing this agenda are included.

Developing trainee teacher practice with geographical information systems (GIS)

“…Although there appears to be a need for specific research to more confidently support these assertions (Baker et al, 2015), there is a general agreement that GIS has a significant place within the geography classroom (e.g. Bednarz, 2004;Kerski et al, 2013;Bearman et al, 2016).…”

Aplicación de la metodología del aprendizaje geográfico por descubrimiento basado en SIG en proyectos didácticos para 2º de Bachillerato

“…El núcleo de las tecnologías geoespaciales, se compone de los Sistemas de Información Geográfica, la Teledetección, los Sistemas de Posicionamiento Global (como el GPS), y los Globos Digitales (Baker et al: 2015). El uso de estas geotecnologías en el aula de secundaria presentan numerosas limitaciones en la actualidad (Buzo: 2015b), aunque las potencialidades didácticas son muchas.…”

A Cross-Institutional Ethnographic Project: Mapping Play in Intercultural Communities

“…Collaborative learning in participatory GIS projects makes it viable context for learning as well as research. Hence, Baker et al (2014) have developed a research agenda to support empirical investigations on the study of geospatial technologies and learning. Bell (2013) organized an undergraduate seminar on play highlighting experiential learning through cooperation, interactions, awareness of the diversity of play and responsibility in well-being and game interactions.…”