School students’ perceptions of the nature and value of GIS: Implications for curriculum development and pedagogical practice
Written by: Grace Healy and Nicola Walshe
9 min read
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
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This article was published in January 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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