The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking |
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| Affiliation: | 1. Department of Archaeology, McGregor Museum, P.O. Box 316, Kimberley, 8300, South Africa;2. School of Humanities, Sol Plaatje University, Kimberley, South Africa;1. School of Psychological and Clinical Sciences, Charles Darwin University, Darwin NT, Australia;2. Charles Darwin University, Darwin NT, Australia;1. Université Paris 13, Sorbonne Paris Cité, Laboratoire de Physique des Lasers, CNRS (UMR7538), F-93430 Villetaneuse, France;2. Laboratoire de Photonique et Nanostructures, CNRS UPR20, Route de Nozay, F-91460 Marcoussis, France |
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| Abstract: | Geospatial technologies offer access to geospatial information via digital representations, such as digital maps, and tools for interaction with those representations. The question is whether geography lessons with geospatial technologies really contribute to the development of students' geospatial thinking, in particular geospatial relational thinking, as is suggested in the literature about geospatial technologies in secondary education. This paper reports about the outcomes of a quasi-experimental research project, in which a geography lesson series with geospatial technologies was compared with a conventional geography lesson series that had the same content. Although the lesson series covered only three lessons, the data showed that the lesson series with geospatial technologies contributed significantly more to the development of students' geospatial relational thinking than the conventional lesson series. The effect size was ‘medium large’. |
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| Keywords: | ICT Secondary geography education Relational thinking Systems thinking Spatial thinking Applications in subject areas Improving classroom teaching Interactive learning environments Secondary education Teaching/learning strategies |
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