The impact of a geographic technologies professional development institute on Middle Eastern and North African teachers

Benimmas, Aïcha; Kerski, Joseph J.; Solís, Patricia

doi:10.1080/10382046.2011.540101

Cited by 9 publications

(7 citation statements)

References 24 publications

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“…A common complaint among students in both this study and in the literature is that the traditional lecture format causes a disconnect with the material being taught; therefore, students are not able to see how it is applicable to real life [25]. The use of geospatial technologies presents students with the opportunity to learn about the environmental sciences in a manner that allows experience through visualization of data and provides context concerning how this data is relevant to their own lives, resulting in enhanced student engagement.…”

Section: The Impact Of the Geospatial Data Collection App On Student mentioning

confidence: 90%

Assessing the Impact of a Geospatial Data Collection App on Student Engagement in Environmental Education

Norton

Mason

et al. 2019

Education Sciences

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A critical component of environmental education is to ensure student understanding and use of available technologies to better experience and analyze spatially distributed features of the environment. Combining mobile technologies with geographic information systems in field data collection may provide a unique opportunity for students to feel engaged in what they are learning and take ownership of their learning process. We customized an open access data collection application using Collector for ArcGIS and investigated its impacts on student engagement and perception of the incorporation of technology within an environmental science curriculum. Analyses of pre- and post-surveys indicate that the inclusion of geospatial technologies as a part of environmental curricula allows students to take the lead on their own research, view field data interactively as opposed to looking at a database in hindsight and analyze multiscale data as it is presented during field data collection. The findings of this study are consistent with previous studies, suggesting a strong association between the inclusion of geospatial technologies as a part of curricula and student engagement.

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Section: The Impact Of the Geospatial Data Collection App On Student mentioning

confidence: 90%

Assessing the Impact of a Geospatial Data Collection App on Student Engagement in Environmental Education

Norton

Mason

et al. 2019

Education Sciences

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“…Mixed research designs were used in the evaluation of the teacher training courses. Questionnaires designed for both qualitative and quantitative data analysis (Avard & Clark, 2001;Hong & Melville, 2018;Hong & Stonier, 2015) were combined with other methods, such as interviews asking questions about the inclusion of GIS in the curriculum (Benimmas et al, 2011).…”

Section: Findings About Methodological Approaches and Research Object...mentioning

confidence: 99%

“…Most of the reviewed research focused on the International Standard Classification of Education (ISCED) level 3 (12 studies). ISCED level 2 was addressed by seven studies, but this review also includes studies that focused on teachers at all levels of primary and secondary education (Benimmas et al, 2011), and research combining ISCED 2 and ISCED 3 (nine studies). Radinsky et al (2014) and Brindisi et al (2006) compared two groups in their studies -secondary school students and university students.…”

Section: Level Of Education and The Main Focus Of Researchmentioning

confidence: 99%

“…Radinsky et al (2014) and Brindisi et al (2006) compared two groups in their studies -secondary school students and university students. GST can be included from primary school onwards, and teachers at this level show an interest in learning in this area (Benimmas et al, 2011;Hong and Melville, 2018;Jadallah et al, 2020;Keiper, 1999;Liljeström et al, 2013;Mitchell et al;2018;Osborne et al, 2020). Studies by Hedley et al (2013) and Jadallah et al (2020) paid similar attention to both students and teachers.…”

Section: Level Of Education and The Main Focus Of Researchmentioning

confidence: 99%

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Learning and teaching through inquiry with geospatial technologies: a systematic review

Mašterová¹

2023

EJG

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The development of digital skills among pupils at the lowest levels is already a common part of education. The implementation of geospatial technologies (GST) is one of the ways to build and deepen these skills in primary and secondary schools. The use of these technologies is possible through an inquiry approach. This paper aims to identify the knowledge gaps on the issue of linking GST and inquiry in primary and secondary school learning and teaching. This article presents findings from 36 English-language empirical research studies published up to 2020 in the Web of Science and Scopus databases. The systematic review focuses mainly on the methods used and the results of the studies. The analysis of the studies shows that the methods used in them are strongly heterogeneous and qualitative and quantitative methods have similar representation. The results of the studies indicate that in this type of learning and teaching, prior teacher preparation is necessary, and students develop digital competencies and knowledge related to GST and the topic of the learning task that is addressed using these technologies. This systematic review presents recommendations and pitfalls for learning and teaching through inquiry with GST, but also recommendations for future research.

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“…This discussion is being led in the field of subjectdidactical research as well as among teachers in schools. The opportunities that GIS provides for the development of geographic competences and for the appreciation of the subject among the other subjects have been examined extensively (see, in particular, Baker, 2002;Bednarz, 2004;Benimmas, Kerski, & Solis, 2011;Demirci, 2008;Favier & Van der Schee, 2009a,2009bMcClurg & Buss, 2007;Patterson, Reeve, & Page, 2003;Schleicher, 2007;Vogler, Ahamer, & Jekel, 2010). In spite of a vast number of publications on the topic, training activities and research projects, implementation in the classroom is still quite low.…”

Section: Presentation Of the Problem And Overall Aimmentioning

confidence: 99%

What are the constraints to GIS usage? Selected results of a teacher survey about constraints in the school context

Höhnle

Schubert

Uphues

2013

International Research in Geographical and Environmental Educat

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The impact of a geographic technologies professional development institute on Middle Eastern and North African teachers

Cited by 9 publications

References 24 publications

Assessing the Impact of a Geospatial Data Collection App on Student Engagement in Environmental Education

Assessing the Impact of a Geospatial Data Collection App on Student Engagement in Environmental Education

Learning and teaching through inquiry with geospatial technologies: a systematic review

What are the constraints to GIS usage? Selected results of a teacher survey about constraints in the school context

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