Literaturnachweis - Detailanzeige
| Autor/inn/en | Kankaanrinta, Ilta-Kanerva; Lavollée, Danielle |
|---|---|
| Titel | Geographical information systems in education for sustainable development. A French case in environmental issues. |
| Quelle | Aus: Reinfried, Sibylle (Hrsg.); Schleicher, Yvonne (Hrsg.); Rempfle, Armin (Hrsg.): Geographical views on Education for Sustainable Development :
Proceedings. Lucerne-Symposium, Switzerland, July 29-31, 2007. Weingarten: Selbstverlag des Hochschulverbandes für Geographie und ihre Didaktik e.V. (2007) S. 103-108
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| Reihe | Geographiedidaktische Forschungen. 42 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Sammelwerksbeitrag |
| ISBN | 978-3-925319-29-7 |
| Schlagwörter | Bildung für nachhaltige Entwicklung; Umwelt; Problem; Geographie; Geoinformationssystem; Digitale Medien; Geographieunterricht; Didaktik; Medieneinsatz; Medienkompetenz; Computerunterstützter Unterricht; Erdkunde; Tagungsbeitrag; Kommunikation; Qualitative Forschung; Frankreich; Sekundarstufe II; Wasseruntersuchung; |
| Abstract | The paper discusses the linkage between environmental issues as one of the elements in Education for Sustainable Development, ESD, and Geographical Information Systems, GIS. The empirical part of this paper includes a French case. The United Nation’s decade of ESD, 2005–2014 has environment as one of the key action themes. GIS can handle environmental issues of living and non-living spheres of the Earth effectively, but not so obviously for distributed human cognition, the Noosphere. The European project GISAS (2003–2006) aimed to introduce GIS into secondary school geography. The students handled the water quality of their local river and used ArcView software for GIS. The general research question (RQ) was: Based on self-evaluation, what do students go through when studying environmental issues using GIS? More specifically, RQ1: What do students learn? RQ2: What kind of positive experiences and, RQ3: what kind of problems do students have? In 2006, 21 French students aged 15–18 answered a questionnaire with open-ended questions. The method was a qualitative content analysis. In the results it was noticed that (RQ1) most students had learned to use GIS software with the help of someone else. More than half felt they had become a kind of GIS expert. However, they had not assimilated the central idea of GIS: experiencing the world as layers. Positive experiences (RQ2) were frequent: students liked fieldwork, cooperation and communication, but only one student mentioned software itself or working with maps. Problems (RQ3) were frequent, too, especially the use of GIS. – The conclusion from this was that the use of GIS for ESD in environmental issues makes learning more versatile and complex, adding both positive experiences and problems. GIS software is difficult for students, but the complexity makes students communicate with others and this communication adds to the pleasure and efficiency of studying. (Orig.). |
| Erfasst von | Externer Selbsteintrag |
| Update | Neueintrag 2022-03 |
