Undertaking a Dissertation from Start to Finish: The Process and Product

Advocates for using a geographic information system (GIS) in education assert that GIS improves student learning. However, studies to clarify the relationship between learning and using GIS are still needed. This study examines the effects of using Web-based GIS maps in place of paper maps on students' geography content knowledge and motivation (self-efficacy) when taking college-level introductory human geography (N = 171). Hierarchical regression analysis shows that using Web-based GIS is positively related to post-test self-efficacy and post-test geography content knowledge.     

Developing trainee teacher practice with geographical information systems (GIS)

There is general agreement that geographical information systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, this article explores how 16 trainee geography teachers were supported to develop their use of GIS across a one-year, postgraduate teacher training course in England. The project, an interpretive case study underpinned by a constructivist epistemology, used questionnaires and interviews to elicit trainees’ understandings of the nature of GIS, and to explore their engagement with it across their training year. Results suggest a programme of embedded training developed in trainees a more nuanced understanding of the value of GIS for supporting geographical learning and, thereby, increased self-efficacy towards and engagement with it in their teaching practice. However, not all trainees embraced GIS as a pedagogical tool and the study raised several key issues for geography teacher education, including the knowledge culture within schools in the teacher training partnership, and the importance of trainee self-efficacy towards GIS.     

Development of critical spatial thinking through GIS learning

This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. Thirty-two students at a large state university completed pre- and post-tests administered during the 2010 fall semester. This study found positive relationships between GIS learning and critical spatial thinking. We argue that the improvement can be attributed to students' experiences in a GIS course.     

Student perspectives on the teaching of geographical information systems (GIS) in geography degrees

In an era when graduate employability is a key concern, the teaching of geographical information systems (GIS) has become a subject of considerable interest. This paper reports on a study of the GIS student learning experience using student survey data from six UK geography undergraduate programmes. The findings show that although students’ satisfaction levels are generally encouraging, more could be done to capitalize on the opportunities GIS offers both for the discipline and for our students. Recommendations are made for further enhancing the profile and quality of GIS pedagogy in geography curricula.     

Illuminating spaces in the classroom with qualitative GIS

As social and postmodern ontologies continue to shape our definition of space, undergraduate instructors have struggled to incorporate these paradigms in the geography classroom. Recent research suggests that practical applications using field work, qualitative research, and geographic information science can augment students’ understanding of these spatial ontologies. Qualitative GIS holds promise as a means to integrate these methods in geographic education, yet there are no signs to date that the methodology has transitioned from research to teaching. This paper details our attempt to incorporate qualitative GIS into an undergraduate urban field studies course in lieu of a strictly lab-based GIS assignment. We outline our approach before discussing students’ engagement with the assignment in greater depth. Drawing from field experiences and deliverables across four terms, we argue that teaching from a qualitative GIS framework can effectively communicate the fundamentals of modern spatial theory and geographic research methods to students as they investigate problems in the field. We also note recurring challenges to mixed-methods teaching for students unfamiliar with the new methods presented. We close by discussing avenues for instructors in different circumstances, e.g. personal skills sets and class characteristics, to consider qualitative GIS in their classrooms.     

Geography,GIS and employability in Turkey

Although higher education in Turkey does not have especially well-advanced systems and resources for addressing graduate employability, two developments are making it particularly important for Turkish geography departments to give increased priority to this agenda. One is the country’s new Higher Education Qualifications Framework and the other is a major increase in geography student numbers, which means that geographers seeking school teaching posts (traditionally seen as the natural career pathway) now hugely outnumber the posts available. Against this background, this paper proceeds to explore the potential of geographic information systems (GIS) to contribute to geographers’ employability in Turkey through a study involving the views and experiences of academic staff, students and employers. The paper reveals a mixed picture of both opportunities and challenges. It ends with a series of employability recommendations for geography and GIS in Turkey, a number of which could also be of wider relevance elsewhere.     

A capabilities approach to higher education: geocapabilities and implications for geography curricula

A geographical education offers more than skills, subject knowledge and generic attributes. It also develops a set of discipline-specific capabilities that contribute to a graduate’s future learning and experience, granting them special ways of thinking for lifelong development and for contributing to the welfare of themselves, their community and their world. This paper considers the broader purposes and values of disciplinary teaching in contributing to individual human development. Set in the context of recent debates concerning the role of the university and the neo-liberalisation of higher education this paper explores approaches to developing the geography curriculum in ways that re-assert the educational value of geographical thinking for students. Using international examples of teaching and learning practice in geography, we recognise five geocapabilities: use of the geographical imagination; ethical subject-hood with respect to the impacts of geographical processes; integrative thinking about society–environment relationships; spatial thinking; and the structured exploration of places. A capabilities approach offers a productive and resilient response to the threats of pedagogic frailty and increasingly generic learning in higher education. Finally, a framework to stimulate dialogue about curriculum development and the role of geocapabilities in the higher education curriculum is suggested.     

Australian Geographers and Geographical Information Science

Geographical Information Science (GIScience) has become an important sub‐discipline for North American geographers but in Australia few geographers are engaged in this ‘research in GIS’ area. Australian geographers seem more concerned with ‘research using GIS’ which has become absorbed into the geographical tradition of thinking and communicating with diagrams, images, and maps. The breakdown of disciplinary boundaries in Australia makes it difficult to be sure, but most of those engaged in GIScience in Australia seem to identify with disciplines other than geography.     

Doing Independent Overseas Fieldwork 2: Getting Funding

The development and testing of a Web‐based GIS e‐learning resource is described. This focuses on the application of GIS for siting a nuclear waste disposal facility and the associated principles of spatial decision‐making using Boolean and weighted overlay methods. Initial student experiences in using the system are analysed as part of a research project on teaching GIS concepts to large numbers of students with little or no prior GIS experience. Some general thoughts on the utility of Web‐based GIS for learning and teaching are presented. Results from the first cohort of 167 undergraduate/postgraduate geography students using the system indicate that students find it easy to use, a useful aid to learning about the issues involved, and a thought‐provoking exercise in Internet‐based democracy.     

The future role of GIS education in creating critical spatial thinkers

Teaching of critical spatial thinking in higher education empowers graduates to effectively engage with spatial data. Geographic information systems (GIS) and science are taught to undergraduates across many disciplines; we evaluate how this contributes to critical spatial thinking. The discipline of GIS covers the whole process of spatial decision-making, but GIS modules often ignore the context setting of spatial problems, and just cover the technical aspects of how to use GIS software. We outline how some existing GIS practicals could be improved to focus on the development of critical spatial thinking skills, competences and abilities that are valuable to graduates.     

Developing ethical geography students? The impact and effectiveness of a tutorial-based approach

This paper explores the effectiveness of a tutorial-based approach in supporting the development of geography undergraduates’ ethical thinking. It was found that overall the intervention had a statistically significant impact on students’ ethical thinking scores as assessed using a Meta-Ethical Questionnaire. The initiative led to a convergence of scores, having a bigger impact on those who had a relatively low score prior to the intervention. Interestingly, the approach had the biggest impact on students who self-identified as physical geographers. Unlike some previous research, there was little evidence of difference between male and female students.     

Placing GIS in sustainability education

As public awareness about sustainability grows and as higher education advances sustainability more comprehensively, geographers have an opportunity to take a role in sustainability education. This article examines (1) what constitutes sustainability education, (2) how geographic concepts and Geographic Information System (GIS) are relevant to sustainability education, and (3) how geospatial thinking can be incorporated into the sustainability curriculum using GIS. This research proposes five geospatial inquiries that students can make to explore sustainability issues using GIS, which are spatial distribution, spatial interactions, spatial relationships, spatial comparisons, and temporal relationships. Definition, examples, and uses of these five geospatial inquiries supported by GIS are provided.     

GIS在时间地理学中的应用初探

时间地理学是一种富有应用前景的面向微观人文现象的研究方法,但相对落后的研究手段迟滞了它的发展。通过考察时间地理学的研究对象、研究方法及其理论基础,结合时态地理信息系统近年来在时空表达与分析方面的进展,本文详细阐述了地理信息系统技术在时间地理学中的应用思路,并认为两者的结合将促使时间地理学在数据处理、时空分析、结果表达与深化等方面得到进一步的发展。     

Systems thinking within the scope of education for sustainable development (ESD) – a heuristic competence model as a basis for (science) teacher education

Systems thinking is regarded as a key competence in the field of education for sustainable development (ESD), because it helps students to understand the complexity and dynamics of natural, social and economic systems. In our research group, we developed a competence model that distinguishes four dimensions of systems thinking in ESD. Based on this model, we designed different university courses in biology and geography teacher education and measured their effects on student teachers’ systems thinking and the pedagogical content knowledge for teaching systems thinking with two different tests. Both variables could be effectively promoted depending on the course.     

Design and evaluation of an Open Web Platform cartography lab curriculum

Recent shifts in web map technology away from proprietary software and toward development on the Open Web Platform have increased the number and complexity of technical skills needed to do cartography on the Web. Web-based cartography curricula likewise must be adapted to prepare geography, cartography, and GIS students with the skills needed to make use of open source technology. This paper describes the design and evaluation of a novel curriculum for the laboratory component of a web mapping course offered by a university geography department. We drew from constructivist educational theory to create a scaffolded and spiralled lab curriculum that builds on prior understanding and progressively increases student independence and confidence. We evaluated the success of the new curriculum through an instructor log, student feedback on assignments, and an exit survey. The evaluation revealed significant growth in student abilities and confidence in the use of Open Web Platform-based mapping tools as a result of the curriculum scaffolding. This research provides a methodology for designing and evaluating curriculum around highly technical skills that are increasingly in demand in research, education, and industry careers.     

Renewing the purpose of geography education: Eco-anxiety,powerful knowledge,and pathways for transformation

Concerns about the decline in uptake of secondary geography education continue despite arguments supporting the value of geography education, the power of geographical thinking, and geography’s critical role in preparing students to deal with complex challenges. Already constrained by neoliberal politics of disadvantage, young people must plan and prepare for chaotic futures. Consequently, young people are becoming distressed and worried about their futures and feeling powerless as society fails to adequately address these issues. In this article, we ask what schools and universities can do as place-based public institutions to serve young people to effectively respond to eco-anxiety and build capacities to surf the unrelenting waves of change. We draw on journeys that brought three young doctoral candidates to study geography. From their stories, we sketch what a geographical education could offer in terms of relevance, practicality, and engagement with transformative system change. We think that under current world conditions, this is a moment to revive geography education and give it renewed purpose to encourage young people to develop skills and competences to tackle wicked problems.     

人文地理过程内涵辨析与模拟探讨

人文地理过程是陆地表层系统地理过程最重要的组成部分之一。本文从陆地表层系统科学的角度出发,探讨了人文地理过程的基本内涵及主要组成部分,指出人口迁移过程和经济集聚-扩散过程是人文地理过程最重要的要素过程,城市化和土地利用变化是人文地理过程最直接的空间表达形式;在此基础上进一步探讨了人文地理过程模拟的核心内容,包括要素模拟和综合过程模拟;提出了人文过程模拟的主要数据源获得途径与模拟方法,指出了人文地理过程模拟需要解决的几个关键问题。     

The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning

Problem-based learning can be implemented in South African geography teacher education to foster geography students’ self-directed learning skills. The purpose of this longitudinal case study was to determine B.Ed. geography students’ (n = 45) perceptions of their self-directedness in learning in integrated problem-based learning experiences over a three-year period. The study used quantitative and qualitative research methods based on questionnaire application and semi-structured focus group interviews. The students completed a standardized questionnaire at regular intervals with the implementation of integrated problem-based learning experiences in geography modules over a three-year period. Focus group interviews with participants (n = 8) were employed to get a deeper understanding of the results of quantitative data. The results indicated that the geography students’ self-directed learning scores increased with the implementation of an integrated problem-based learning format in geography over the three-year period. The students who measured average, below average and low levels of self-directed learning at the beginning of the study had the highest increase in self-directed learning scores over the three years. The female students’ perceptions of their self-directedness in learning had higher increases in their self-directed learning scores after the problem-based learning interventions when compared to the male students.     

基于空间相互作用模型的近代中国经济区域划分研究

通商口岸制度,是中国近代史上最重要的经济现象。近代中国经济地理学的格局和区域经济差异等内容,可以利用当代经济地理学、GIS技术、经济学等研究方法结合历史数据进行考察。近代中国一百多个通商口岸的发展,逐步形成了沿海、沿江、边疆对外开放的地理格局,为现代化提供了条件,促进了近代资本主义生产方式的空间扩张,也重构了中国的经济区域。为探究近代中国通商口岸影响下的经济区域变化,首先对通商口岸体系子口税贸易在地理空间分布进行探讨,初步界定一些较大通商口岸的影响区域,进而通过数量化和GIS方法,特别是使用空间交互模型得出结论。通商口岸体系是区域经济现代化的代表和系统性的研究对象,直接影响到当代中国的经济地理格局,可对当前中国经济地理区划提供有历史与现实意义的参考。     

Teaching critical open GIS

Higher-education geographic information system (GIS) curricula largely marginalize and separate instruction of critical GIS and open GIS, paralleling a divide between GIS and non-GIS in geography. GIS is typically represented as a singular, infallibly objective, and universally applicable technology. GIS generally dismisses the critiques from human geography, while critical human geography dismisses GIS for its association with positivism and unethical applications. Teaching critical open GIS may bridge this divide, creating a transformative pedagogical space for human geography to affectively and effectively engage with open GIS technology at the level of code. Critical open GIS students practice and critique GIS as conflicted insiders, bridging the divide between GIS and non-GIS in their geography education. Reviews of GIS curricula find support for teaching critical and open GIS, but reviews of texts and syllabi confirm their marginalization and separation. A new critical open GIS course is introduced, using GIS in development and political ecology as integrative frameworks.