How Is the Use of GIS in Geographical and Environmental Education Evaluated? Findings from a Systematic Review

Autor/inn/en	Konstantakatos, Gerasimos; Galani, Lia
Titel	How Is the Use of GIS in Geographical and Environmental Education Evaluated? Findings from a Systematic Review
Quelle	In: International Research in Geographical and Environmental Education, 32 (2023) 2, S.159-175 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2022.2138167
Schlagwörter	Environmental Education; Geographic Information Systems; Teaching Methods; Research Reports; Learning Processes; Technology Uses in Education; Geography Instruction; Guidelines; Futures (of Society); Databases; Research Methodology; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Learning process; Lernprozess; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geography education; Geography lessons; Geografieunterricht; Richtlinien; Future; Society; Zukunft; Datenbank; Research method; Forschungsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This study presents the findings from the literature review of 30 empirical research articles on the use of Geographic Information Systems (GIS) in Geographic and Environmental Education published in the last decade (2010-2020). Using systematic review methodology, we recorded and synthesized current knowledge from the literature on how the use of GIS in education is assessed. The findings show that over the past decade, the construct variables used to evaluate the use of GIS in education have focused on three thematic categories (Themes): Learning (44.4%), Affective Elements (40.7%), and Behavior (14.8%). A certified instrument had been used to evaluate the data of 30% of the research conducted in the articles, while three new measuring tools had been created by the original researchers. Analysis of the findings suggests that the use of GIS in Geographic and Environmental education is heterogeneous, sparse, and fragmented. We propose that a more systematic framework be implemented in order to make future studies more effective. The value of our study is that it provides an analytical framework which can be used when evaluating the use of GIS in education, and could also provide information on the development of new assessment methods and measuring tools. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01