Climate Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool

Abstract

Objective: The main objective of the elaboration of these materials is to verify if their use in the classrooms of Compulsory Secondary Education (ESO) and Baccalaureate facilitates the acquisition of key competences and improves the geographic learning of the students. It seeks to implement a model of competency learning that makes use of Geographic Information Technologies (TIG) to develop spatial analysis and understanding skills in students. Theoretical references: The theoretical framework is based on the recommendations of the Council of the European Union on the use of good practices and digital technologies in education. The concepts of climate change and sustainable development are considered, as well as specific competences related to geographical thinking and the use of TIG. Methodology: Educational materials have been designed and used in classes of 1st and 3rd of ESO, dividing students into subgroups that used and did not use the materials to compare results. Initial, intermediate and final assessments were conducted to measure the evolution of learning. The materials include maps and applications to solve geographical problems and didactic strategies of the bimodal curriculum are used to promote key competences. Results and Conclusion: The use of the materials has significantly improved the students' learning competencies, although the objectives have not been fully achieved. The average acquisition of competences went from 2.79 to 4.36 on a scale from 0 to 10. A noticeable improvement was observed in 10 fields that were previously below 4 points, now at 5 or more. However, students showed more difficulties in areas such as orderly communication and critical evaluation of their approaches and those of their peers. Research Implications: Research suggests that the use of TIG in secondary education can be an effective tool to improve the geographic and analytical competencies of students. In addition, the importance of integrating these technologies in a way that supports geographic learning rather than focusing exclusively on the management of the tools is highlighted. Originality/Value: This study presents an innovative approach to using TIG in secondary education to develop key competencies in students. The originality lies in the combination of advanced technologies with a competency approach in the teaching of geography, which could serve as a model for future educational applications in other contexts.