Journal
JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
Volume 36, Issue 4, Pages 527-545Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/03098265.2012.654468
Keywords
Active learning; GIS; formative and summative assessments; integrative assessment; pedagogical practices for GIS
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This study presents the effect of active learning methods of concepts in geographical information systems where students participated in a series of interlocked learning experiences. These activities spanned several teaching weeks and involved the creation of a hand drawn map that was scanned and geo-referenced with locations' coordinates derived from virtual earth systems. These activities engaged students' attention, and the completion of the activities provided opportunities for formative feedback and summative assessments. The effect of the group of activities on students' learning was quantified through the collection of summative assessment data which was compared to performance in other assessment tasks.
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