Using GIS in an Earth Sciences field course for quantitative exploration, data management and digital mapping

Marra, Wouter A.; Grint, Liesbeth van de; Alberti, Koko; Karssenberg, Derek

doi:10.1080/03098265.2017.1291587

Cited by 20 publications

(16 citation statements)

References 33 publications

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“…This study emphasizes the importance of clearly identifying issues and problems in the investigation area, and of student activities promoting discovery experience and collaboration. It also emphasizes environmental challenges and facilitators including instructional scaffolding and technical supports for best results (Catling & Lee, 2016;Chatterjea, 2012;France et al, 2015;Gao, Liu, & Paas, 2016;Hedberg, 2014;Hus & Chen, 2010;Lee & Oh, 2016;Marra et al, 2017;Marshall et al, 2009;Raath & Golightly, 2017;Roberts, 2013). Following the suggested guidelines, this study supplied an examplary fieldwork project for high-school students to actively participate in a field inquiry by working through posing questions, designing investigations, collecting and analyzing data, drawing conclusion, and sharing findings.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, mobile applications help students create maps and graphs using data they collected. These capabilities for capturing and visualizing data enable users to find patterns and relationships among data and have exciting potential to enhance geographical field inquiry (Chang et al, 2012;Hedberg, 2014;Hsu & Chen, 2010;Marra et al, 2017). Also, supporting data collection in a variety of forms (e.g., textual, photographic, and / or audiovisual) empowers students to produce their reports more vividly and realistically than with more traditional projects (Jong & Tsai, 2016).…”

Section: Types Of Inquirymentioning

confidence: 99%

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Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience

Lee¹

2020

Review of International Geographical Education Online

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The objectives of this research are, first, to find mobile technology-informed ways of designing inquirybased fieldwork, in support of students' inquiry processes and, second, to evaluate how a technologyintegrated fieldwork project can affect students' knowledge and experience. In order to achieve these objectives, the study adopted a set of core design principles and guidelines for the creation of inquirybased fieldwork projects, detailing tips and an example (i.e., the Yangdong Village Project) of these principles and guidelines' application. In addition, this study used a questionnaire to determine the influence of the project on students' understanding of the investigation area and their inquiry-related behaviors. It also analyzed conversation between students, to examine how students' learning processes are supported in fieldwork through use of mobile technology. A total of 86 high school students (ages 17-18), from four schools located in the Seoul metropolitan area, participated in the project. The results of the analyses showed that participation in the project helped students become better informed about the area they investigated. While they were conducting the field tasks, they showed more inquiry-driven behaviors, such as being more active and adventurous, more talkative, and more responsible (88.7%). Technological support for the process of field inquiry was prominent in three situations: location identification, data capture, and monitoring. The functionalities of mobile technology that students used during the field inquiry would reflect not only the characteristics of the task, but also the types of mobile technology involved in the project.

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Section: Discussionmentioning

confidence: 99%

Section: Types Of Inquirymentioning

confidence: 99%

Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience

Lee¹

2020

Review of International Geographical Education Online

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“…Topographical and geological maps, aerial and satellite images, block diagrams, digital elevation models and topographic profiles have been traditionally used for the teaching in geography and geology, as they help to reach a better understanding of the Earth's surface and the geomorphological processes (Allen, 2008). Its use is also essential when planning fieldwork activities (McCaffrey et al, 2003;Marra et al, 2017). Currently, these materials have been improved with the development of GIT, offering new opportunities in geography and geology education (Sanchez, 2009).…”

Section: Discussionmentioning

confidence: 99%

Design of three-dimensional cartographical didactic materials for Physical Geography teaching

Tanarro¹,

Úbeda²,

Andrés³

et al. 2020

6th International Conference on Higher Education Advances (HEAd'20)

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Three-dimensional cartographic resources are an important tool in the teaching of Physical Geography and other Earth Sciences. They are also able to help the students to reach a better understanding of the natural landscape. The objective of this work is to design appropriate 3D didactic resources to facilitate the teaching of the landforms in the Higher Education context. These didactic materials have been prepared by using Geographic Information Technologies (GIT). These graphical materials have been created with specific GIT tools, but they can be used by teachers and students with standardized sotfware (Google Earth, Adobe Acrobat Reader or image viewers). Specifically, files with topographical and geological information have been prepared to work with Google Earth. The digital elevation models (DEM) can be viewed in three-dimensional files in 3D PDF format. This work also proposes the creation of photo-realistic images with thematic information draped with the DEM in isometric perspective. Finally, 3D models have been made from the application of photogrammetric techniques so that can be seen in stereoscopic mode as an alternative to the traditional techniques. In conclusion, all these 3D didactic materials proposed in this work showed a great potential as complementary resources in the teaching and learning of Physical Geography and other Earth Sciences.

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“…In terms of field teaching, most reports are positive in the sense that students self-report that they appreciate the digital tools. However, using GIS programs such as ArcGIS is typically challenging for beginners (Marra, van de Grint, Alberti, & Karssenberg, 2017;Whitmeyer, 2012). This is also the current authors' experience, and is reflected in the commonly voiced concern among teaching staff that the students may end up using a significant amount of the time available for fieldwork to learn how to operate computer programs (Welsh, Mauchline, Park, Whalley, & France, 2013;Whitmeyer, 2012).…”

Section: Introductionmentioning

confidence: 95%

Digital fieldwork with Fieldmove - how do digital tools influence geoscience students’ learning experience in the field?

Lundmark

Augland

Jørgensen

2020

Journal of Geography in Higher Education

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Third year geoscience students were introduced to digital tools for fieldwork, Fieldmove on iPads, in a capstone field mapping course at Oslo University, Norway. Despite little prior experience with digital tools for fieldwork, they became independent Fieldmove users in a few hours. They self-report positive cognitive impacts, including positive effects on quality of fieldwork, maps and reports. However, submitted course material suggest students achieved similar levels of understanding with and without digital tools. We hypothesize that students' confidence in their work increases when supported by digital tools, however, they may also overrate their proficiency due to the ease of collecting large data sets, and the professional look of the digital outputs. Students report both positive and negative effects on teamwork; observations suggest this reflects sharing of devices rather than use of digital tools per se. The students also report pronounced positive affective impacts, which appear to be the main effect of the digital tools in this study. Overall, the students are very positive to digital tools in fieldwork, preferring they were introduced early during the bachelor program, but after traditional field methods are learnt. When given a choice, most students chose to combine traditional and digital tools for their fieldwork.

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Using GIS in an Earth Sciences field course for quantitative exploration, data management and digital mapping

Cited by 20 publications

References 33 publications

Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience

Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience

Design of three-dimensional cartographical didactic materials for Physical Geography teaching

Digital fieldwork with Fieldmove - how do digital tools influence geoscience students’ learning experience in the field?

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