GIS and the Power of Geographical Thinking

Abstract

This chapter addresses the question: What are the ramifications for geographical thinking of teaching and learning through GIS in both its more traditional guise and ‘new GIS’? Volunteered geographic information (VGI) is a common element of this ‘new’ GIS and whilst the constructivist enquiry-based model still remains centre stage in its use in education, teachers are beginning to experiment with new ways of using GI particularly through earth viewers and data collected ‘on the fly’. The chapter begins by discussing the types of geographical knowledge that can be constructed in GIS and the types of geographical thinking that can result from these. The discussion then considers critical responses to GIS and the ways in which geography knowledge can be constructed through it. In the light of recent changes to GIS and the development of a broader array of related geospatial technologies, there follows a discussion of new geospatial technologies and their implications for teachers and educators of using these to develop geographical thinking. The chapter concludes by looking at the role of public participatory GIS in promoting deeper geographical thinking.