"GIS works!" - But why, how, and for whom? Findings from a systematic review

  • This article presents the findings from systematically reviewing 26 empirical research studies published from 2005 to 2014 on the use of GIS for learning and teaching. By employing methods of narrative synthesis and qualitative content analysis, the study gives evidence about the state of knowledge of competence‐based GIS education. The results explain what factors and variables effect GIS learning in terms of technology use, major subject contents, learning contexts, and didactic and pedagogical aspects. They also show what facets of knowledge, process skills, and affect the research literature has investigated. The analysis of the type and quality of the methods used indicates that current GIS education research is a heterogeneous field that needs a systematic research framework for future efforts, according to empirical education research.

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Author:Uwe SchulzeORCiD
Parent Title (German):Transactions in GIS
Place of publication:Oxford
Document Type:Article
Date of Publication (online):2020/11/24
Date of first Publication:2020/11/24
Publishing Institution:Universitätsbibliothek Johann Christian Senckenberg
Release Date:2021/02/18
Page Number:37
First Page:1
Last Page:37
Institutes:Geowissenschaften / Geographie
Dewey Decimal Classification:5 Naturwissenschaften und Mathematik / 55 Geowissenschaften, Geologie / 550 Geowissenschaften
Licence (German):License LogoCreative Commons - Namensnennung-Nicht kommerziell - Keine Bearbeitung 4.0