GIS in the K-12 Curriculum: A Cautionary Note
Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier-time...
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| Veröffentlicht in: | The Professional geographer 1999-11, Vol.51 (4), p.571-578 |
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| container_title | The Professional geographer |
| container_volume | 51 |
| creator | Meyer, Judith W. Butterick, Jon Olkin, Michael Zack, George |
| description | Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier-time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to "do geography." |
| doi_str_mv | 10.1111/0033-0124.00194 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0033-0124 |
| ispartof | The Professional geographer, 1999-11, Vol.51 (4), p.571-578 |
| issn | 0033-0124 1467-9272 |
| language | eng |
| recordid | cdi_crossref_primary_10_1111_0033_0124_00194 |
| source | Taylor & Francis; Periodicals Index Online |
| subjects | Curriculum Education educational technology Geographical information systems Geography GIS education K-12 teachers Technology |
| title | GIS in the K-12 Curriculum: A Cautionary Note |
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