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PBL-GIS in Secondary Geography Education: Does It Result in Higher-Order Learning Outcomes?

Yan Liu · Elisabeth N. Bui · Chew‐Hung Chang · Hans G. Lossman

64 citations0/0 files storedJournal of Geography

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Geography Education and Pedagogy Problem and Project Based Learning Innovative Teaching Methodologies in Social Sciences

Abstract

This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The results show significant differences in the learning outcomes between the two groups. Specifically, students in the control group show more memorization skill while students in the experimental group demonstrate more analytical and evaluation skills. The conclusion is that learning with PBL-GIS pedagogy can result in higher-order learning outcomes.

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References

2002A Revision of Bloom's Taxonomy: An Overview 1984The Hawthorne effect: A reconsideration of the methodological artifact.2006The New Taxonomy of Educational Objectives.1998Rediscovering geography: new relevance for science and society 1999GIS for Elementary Students: An Inquiry Into a New Approach to Learning Geography 2005Teaching Geographic Information Systems in a Problem-Based Learning Environment

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2012Call for an Agenda and Center for GIS Education Research 2013Using Google Earth as an educational tool in secondary school geography lessons 2016Understanding ‘change’ through spatial thinking using Google Earth in secondary geography 2022The Limits of GIS Implementation in Education: A Systematic Review 2020“GIS works!”—But why, how, and for whom? Findings from a systematic review 2020A Comparative Study of Problem-Based Learning and Traditional Approaches in College English Classrooms: Analyzing Pedagogical Behaviors Via Classroom Observation 2017A suggested framework and guidelines for learning GIS in interdisciplinary research

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