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Recent National Research Council reports make compelling arguments for the need to incorporate spatial abilities and use spatial technologies throughout our educational system. We conducted a pilot study to determine the pedagogical effectiveness of teaching with geographic information systems (GIS) by using a web‐based GIS tool of Indiana soils. The study was conducted in an undergraduate crop production class over three semesters. We used a pre‐test, treatment, post‐test design in which students (n = 96) were asked a series of questions designed to test their abilities to understand and interpret spatial concepts. During the spring and fall 2009 semesters, traditional assessments with true/false and multiple choice questions were used. After the treatment was administered, the total average score of 68% for the pre‐test increased to 73% for the post‐test with a standard deviation of 13%. However, we concluded that these initial assessments focused on the lower levels of Bloom's Taxonomy. Thus, in the spring 2010 semester we switched to using open concept maps to target higher levels in Bloom's Taxonomy. Using a scoring scheme based on a weighted point system, scores increased from the pre‐concept maps to the post‐concept maps. Paired t‐tests showed that the positive changes that occurred with the treatment were significant (P < 0.01). Overall, a 22% increase in scores for pre‐concept map to post‐concept map reflected a slight increase in instructional learning. The web‐based GIS program received favorable comments from students and proved to be instrumental in providing a rich set of materials that facilitated learner‐centered instruction.
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