Abstract
Recent developments in webGIS are transforming how geospatial information can be used in schools. Smart mapping, mobile applications, editable feature services (EFS), and web map services (WMS) are all now more freely available. These have made prior technological, cost and access challenges for teachers largely redundant but are only part of ensuring that geospatial information is used to its full educational potential in geography education. This paper argues that drawing on a GeoCapabilities approach can enhance teacher’s use of webGIS in deepening their students’ abilities to think and reason with geographical knowledge and ideas. To illustrate this line of argument, a geography curriculum artefact constructed in ArcGIS Online is presented and analysed. The discussion identifies a range of specific educational benefits of geography teachers adopting a GeoCapabilities approach to using webGIS including how powerful disciplinary knowledge (PDK) can be constructed. The discussion also identifies a number of significant implications for teacher education of adopting such a methodology. The paper concludes with recommendations for the future use of webGIS in schools and geography teacher education.
Highlights
Drawing on the notion of GeoCapabilities [1], this paper argues for a progressive, subject knowledge-led approach to teaching school geography with webGIS
Four key concepts associated with GeoCapabilities: powerful disciplinary knowledge (PDK) [4] a progressive, Future 3 curriculum [5] curriculum making [6] and curriculum artefacts [7] are examined
A Future 3 GeoCapabilities approach to geography education fully supports the idea that teachers engage in making a geography curriculum which is knowledge-led and enables young people to think deeply with their geography to make informed and decisions based on robust disciplinary knowledge in an increasingly interdependent and globalised world [38]
Summary
Drawing on the notion of GeoCapabilities [1], this paper argues for a progressive, subject knowledge-led approach to teaching school geography with webGIS. The paper begins with a background section on the use of GIS in geography education. This discussion highlights the historical contribution of GIS to spatial analysis, enquiry-based learning, geovisualisation and the development of geospatial skills in geography. The more recent developments associated with the advent of webGIS are considered These include smart mapping [2], open source data, new mobile web tools and specific applications such as story mapping [3]. The paper concludes by drawing on evidence from these assessments and making recommendations for future geography curriculum making and teacher education with webGIS through a GeoCapabilities approach
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