Christo VAN DER WESTHUIZEN, NORTH-WEST UNIVERSITY, SOUTH AFRICA, South Africa
Maureen KAPUTE MZUZA, NORTH-WEST UNIVERSITY, SOUTH AFRICA, South Africa
Although studies have been carried out worldwide on the importance of using GIS in teaching and learning, no study exists that specifically discusses and summarise the skills gained when teaching and learning with or through GIS. In this systematic review article, we analyse spatial thinking skills, problem-solving, and self-directed learning skills fostered in teaching with or through GIS.
Results have shown that teaching through GIS develops spatial thinking and problem-solving which also fosters self-directed learning skills. Spatial thinking skills help to increase the quality of the learning process, manipulating and constructing spatial information, information acquiring and also in analysing, categorizing, clarifying and generation of new knowledge from the obtained information. Problem-solving skills help in the retention of content and promotes a positive attitude of students towards different subjects, teamwork, time management, and creativity. Self-directed learning skills help to enhance realism, adaptableness, positive thinking, motivation to learn, cooperativeness in learners, time management, pressure management, task preparation, examination preparation and notes taking. In addition, to help learners to find their own learning essentials, setting their own learning goals and finding their own available learning resources.
This paper is aimed at inform educators, curricula developers, and policymakers to consider GIS as one of the important tools to be promoted in different education curricula. Including teaching through GIS in education curricula will help students to gain much needed knowledge and 21st century skills.
Mots clés : GIS|education|problem-solving|self-directed learning|spatial thinking skills
A105450CV