A constructivist approach to using GIS in the New Zealand classroom

The development of the revised New Zealand Curriculum provides an excellent opportunity to investigate GIS-based learning pedagogies within the social sciences classroom. The new curriculum privileges inquiry-based activities with a more participatory approach to learning, providing students with greater autonomy in their studies. This paper emphasises the value of GIS technology for extending student learning when situated within a problem-based learning (PBL) framework. Using GIS, students undertake geographic inquiry through meaningful learning grounded in constructivist learning theory. PBL is well suited as an instructional strategy for integrating GIS as students actively learn when presented with authentic, real-world problems.     

A GIS-based approach to multiple criteria group decision-making

Abstract

The multiple criteria group decision-making problem involves a set of feasible alternatives that are evaluated on the basis of multiple, conflicting and noncommensurate criteria by a group of individuals. This paper is concerned with developing a GIS-based approach to group decision-making under multiple criteria. The approach integrates, within a raster GIS environment, the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) and Borda's choice rule. TOPSIS orders the feasible alternatives according to their closeness to the ideal solution. It is used to derive the individual preference orderings. Borda's method combines the individual preferences into a group preference or consensus/compromise ranking. The approach is implemented within the IDRISI GIS and illustrated on a hypothetical decision situation.     

A National Survey to Examine Teacher Professional Development and Implementation of Desktop GIS

ABSTRACT

This article examines the results of an online national survey of K–12 educators who attended a series of GIS training workshops conducted by the authors between 1998 and 2004. Data from the self-report survey (N = 186) suggest new information about potential changes in instruction and assessment patterns following GIS training. The survey provides insight for those designing GIS-based professional development, while simultaneously describing relatively little change in instructional methodology. The survey confirms some classroom implementation constraints from an earlier national implementation survey, identifying a lack of time for teachers, variable skill levels among students, and software complexity.     

An Investigation of the Use of Real-Time,Authentic Geospatial Data in the K–12 Classroom

Abstract

This article situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment. Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data, peer collaboration, and geospatial technologies in learning geography. We conclude with recommendations about geospatial technology curricula, geospatial lesson design, providing preservice teachers with geographic technological pedagogical content knowledge, and encouraging further research to investigate the impact, affordances, and pedagogical implications of geospatial technologies and data in the K–12 classroom.     

Coordinating hazardous waste management activities using geographical information systems

Abstract

This paper describes a framework for the role of geographical information systems (GIS) in the monitoring and management of hazardous waste sites. Compilation of required information, incorporation of existing strategies for waste monitoring, analysis of these data in a GIS environment and the integration of computerized models for transport processes are discussed. Examples for the analysis of spatial data using techniques of cartographic overlay and the implementation of geo-statistical methods on monitoring data are provided from work in progress by the authors. These examples are set in the context of developing a fully integrated monitoring and management system utilizing GIS technology.     

Tactile-map output from geographical information systems: the challenge and its importance

Abstract

The incorporation of the technology of geographic information systems (GIS) into a wide range of planning decisions makes it important that the visually handicapped have access to GIS-based map products to participate more fully in community decision making. Fortunately, GIS contain many procedures useful to the design of tactile maps, including changes of scale and simplification. Developing research opportunities are outlined within the context of the general problem. Tactile maps using microcapsule paper can be produced quickly, but they must be tested using visually handicapped subjects to ensure that suitable symbolization and specifications are developed.     

Remotely-sensed data as an information source for geographical information systems in natural resource management a review

Abstract

Remotely-sensed image data have long served as a primary source of information for. geographical information systems (GIS), with the transformation of data to information provided by visual image interpretation. Digital image data, in combination with recent advances in computer technology, currently allow visual image interpretation to be realised in a completely digital processing environment. However, it remains desirable to capitalize even further on the potential of digital image data for GIS, through the use of schemes involving automated data processing. The opportunities for, and impediments to, such schemes are considered here with particular reference to the provision of information for natural resource management. It is concluded that further—although foreseeable—developments in both research and technology will be required before fully operational procedures for the automated acquisition of GIS information from image data can be established.     

GIS and geometric representation in facility location problems

Abstract

A neglected aspect of facility location problems is the geometric representation of the facilities sited and clients served. Point objects represent these entities in most facility location problems. This can cause solution error and limit the range of potential solutions. The increasing capabilities of geographical information systems (GIS) to represent, store and manipulate spatial entities provides a substantial but unrealized potential for more sophisticated geometric representation in facility location problems. This paper provides a framework for realizing this potential. Specifically, this paper: (i) synthesizes existing formulations; (ii) develops a unified mathematical framework; (iii) identifies feasible computational strategies that can be implemented within a GIS framework, and; (iv) discusses potential GIS-based solution algorithms.     

The Implementation and Effectiveness of Geographic Information Systems Technology and Methods in Secondary Education

Abstract

Geographic information systems (GIS) technology and methods have transformed decision-making in society by bringing geographic analysis to the desktop computer. Although some educators consider GIS to be a promising means for implementing reform, it has been adopted by less than 2 percent of American high schools. The reasons behind the interest in GIS, its slow implementation, and its effectiveness in teaching and learning are unclear. To address these concerns, this research describes the extent to which GIS is being implemented in American secondary education and assesses the effectiveness of lessons that use GIS. A survey of 1,520 high schools that own GIS software, along with experiments and case studies in three high schools, provided primary data for assessing the implementation and effectiveness of GIS.     

Teaching generic GIS using commercial software

Abstract

The debate between training and education in GIS in a university or college setting and whether or not commercial systems should be used in such institutions may be far from resolution, but an indication of the level of interest shown in hands-on, computer-based GIS education using a commercial system is the appearance and growth of the Institute for GIS in Education. The Curriculum Development Toolkit produced by the Institute has involved academic input and evaluation, and contains both generic GIS background information and system-specific computer-based learning materials, used in over 200 academic institutions world-wide.     

Geo-Narrative: Extending Geographic Information Systems for Narrative Analysis in Qualitative and Mixed-Method Research∗

This research seeks to contribute to advancing qualitative methodologies at the intersection of qualitative geographic information systems (GIS), narrative analysis, 3D GIS-based time-geographic methods, and computer-aided qualitative data analysis. The approach to GIS-based narrative analysis developed in the study, called “geo-narrative,” is based on extending current GIS capabilities for the analysis and interpretation of narrative materials such as oral histories, life histories, and biographies. The three central elements in this approach are (1) narrative analysis as the qualitative approach; (2) 3D GIS-based time-geographic methods as the representational framework; and (3) 3D-VQGIS as the GIS-based computer-aided qualitative data analysis component. A case example based on a study of the lives of the Muslim women in Columbus, Ohio, after 11 September 2001 is used to illustrate the approach.     

An Assessment of the Use of Geographical Information Systems (GIS) in Teaching Geography in Singapore Schools

Abstract

In 1998, geographical information systems (GIS) were introduced to secondary schools in Singapore as a tool for teaching geography at the secondary and junior college levels. However, general observations and feedback from school teachers suggested that only a small number of secondary schools and junior colleges in Singapore were actually using GIS to support the teaching and learning of geography. The present research study was designed to establish the level of GIS usage and to investigate the reasons for the slow integration of GIS in the Singapore secondary schools. This article presents the findings of this research and provides some insight into the use of GIS in Singapore secondary schools.     

Establishing a geographical information system in relation to its use A process of strategic choices†

Abstract

The planning and establishment of a geographical information system (GIS) relates to its context and intended use. GIS are a specialized type of information system, typically dealing with spatial data. This paper explores the environment of an envisaged GIS; the information utilization system and the wider object system. The planning and design of a GIS go beyond technical issues; they also have to take behavioural and organizational aspects of the utilization of information into account and contribute to a process of organizational development The paper is in two parts. The first (§ 2) explores salient aspects in the planning and design process, the second ( § 3) suggests some guidance in this task. The suggested approach of strategic choice in planning and establishing a GIS is designed to cope with the prevailing uncertainties in this planning process. It distinguishes between those decisions which have to be taken at once and choices which may be left open for the future.     

Paper-Based GIS: A Practical Answer to the Implementation of GIS Education into Resource-Poor Schools in South Africa

Abstract

Geographical information systems (GIS) were phased into the geography curriculum of South African schools from 2006–2008 as part of the National Curriculum Statement (NCS) for grades 10–12. Since its introduction, GIS education in schools across the country has been met with a number of challenges including the cost of purchasing the hardware and software required to elucidate the basic concepts of GIS to learners. This article examines the introduction of GIS education in schools in South Africa. The development and distribution of a paper-based GIS educational package for resource-poor schools in the country is also highlighted. Preliminary educator and learner evaluations of the paper-based GIS package are discussed and the broader learning opportunities and benefits associated with flexible teaching mechanisms are examined.     

Topographic solar radiation models for GIS

Abstract

Incident solar radiation at the Earth's surface is the result of a complex interaction of energy between the atmosphere and the surface. Recently much progress has been made towards the creation of accurate, physically-based solar radiation formulations that can model this interaction over topographic and other surfaces (such as plant canopies) for a large range of spatial and temporal scales. In this paper we summarize our current work on solar radiation models and their implementation within both GIS and image processing systems. An overview of the effects of topography and plant canopies on solar radiation is presented along with a discussion of various options for obtaining the data necessary to drive specific solar radiation models. Examples are given from our own work using two models, ATM (Atmospheric and Topographic Model), a model based within an image processing framework, and SOLARFLUX, a GIS-based model. We consider issues of design, including GIS implementation and interface, computational problems, and error propagation.     

GIS In-Service Teacher Training Based on TPACK

Abstract

This article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies so that they could create technology-enhanced and inquiry-based lessons using GIS technologies. This article reports participating teachers’ opinions and attitudes of the TPACK-based GIS training. It also reports useful pedagogical methods of introducing GIS technologies to students and additional support for teachers to help them use GIS in their classrooms more often.     

Web-based geospatial multiple criteria decision analysis using open software and standards

The emerging ubiquity of geospatial information is providing an unprecedented opportunity to apply Geographical Information Systems (GIS)-based multiple criteria decision analysis (MCDA) to a broad spectrum of use cases. Volunteered geographic information, open GIS software, geoservice-based tools, cloud-based virtualized platforms, and worldwide collaboration of both domain experts and general users have greatly increased the quantity and accessibility of geospatially referenced data resources. Currently, there is a lack of GIS-based MCDA tools that integrate this decision-driven process within a widely accessible, robust geoframework environment, designed for user-friendly interaction. In this contribution, we present a conceptual workflow and proof-of-concept software application, Geocentric Environment for Analysis and Reasoning (GEAR), which provides a viable transition path to enhance geospatial MCDA in the age of open GIS. We propose a Web-based platform that leverages open-source geotechnologies to incorporate a wide variety of geospatial data formats in a common solution space to allow for spatially enhanced and time-relevant decision analysis. Through the proposed workflow, a user can ingest and modify heterogeneous data formats, exploit temporally tagged data sources, create multicriteria decision analysis models, and visualize the results in an iterative and collaborative workspace. A sample case study applied to disaster relief is used to demonstrate the prototype and workflow. This proof-of-concept Web-based application provides a notional pathway of how to connect open-source data to open-source analysis through a geospatially enabled MCDA workflow that could be virtually accessible to many levels of decision makers from individuals to entire organizations.     

Quadtree storage of vector data†

Abstract

Vector data storage has various advantages in a cartographic or geographical information system (GIS) environment, but lacks internal spatial relationships between individual features. Quadtree structures have been extensively used to store and access raster data. This paper shows how quadtree methods may be adapted for use in spatially indexing vector data. It demonstrates that a vector quadtree stored in floating point representation overcomes the classical problem with raster quadtrees of data approximation. Examples of vector quadtrees applied to realistic size data sets are given