School students’ perceptions of the nature and value of GIS: Implications for curriculum development and pedagogical practice

Geographical information systems (GIS) are a powerful tool for the visualisation and analysis of geographical information (Fargher , 2017) – for example, combining population density and flood risk data to support environmental planning. There has been a global increase in GIS use in secondary schools over the past ten years, mainly due to the perceived benefits it provides. Bednarz (Bednarz , 2004) summarises these by outlining what she identifies as three competing yet complementary justifications for incorporating GIS into secondary education: firstly, the educative justification that GIS enhances teaching and learning in geography, in particular through the development of spatial literacy; secondly, the workplace justification that GIS plays the role of preparing children for the information economy; and finally, the place-based justification, or the argument that GIS supports the study of local communities. Although we suggest that there is a need for more specific research to s