Academics emphasise that the Geography curriculum should encourage learners and teachers to use Geographic Information Systems (GIS) in every phase of high school Geography, focussing on higher-order thinking skills1. Research shows that GIS used in the classroom environment can increase learners' interest and increase their inclination to technology2.
The use of GIS in the classroom helps learners 'think critically, use authentic data, and connect them to their own community'3. GIS has reached a new phase in its technical development where teachers are no longer limited by what the GIS software can do and instead they can develop the critical spatial thinking aspects of Geography that GIS provides.
1 Artvinli & Martinha, 2014
2 Scheepers, 2009; Madsen, 2012; Komlenovíc et al., 2013;
Artvinli & Martinha, 2014; Degirmenci, 2018
3 Baker et al. 2012, p. 255
As the current educational discourse centres around decolonising the curriculum, having access to local data and maps of schools and their communities to use in the classroom is not only attractive but essential. GIS enables learners to solve local geographic issues and is an enabler to many new careers and tertiary courses.
Although the curriculum touches on GIS, it is not taught or assessed in great depth due to its complexity and technological requirements.
To encourage the development of these skills at school, the IEB in collaboration with the Southern African Geographical Teachers’ Association (SAGTA), the Faculty of Geoinformation Science at the University of Pretoria and Kartoza (an open Source GIS service provider), has developed an online Geospatial Data Science task (GDSC) for Grade 10 and 11 learners.
For 2022, there are over 330 learners participating from over 32 schools. 48 teachers have registered to assist with the administration and assessment of the task.
Format of the GDSC Part A
Part A
will be completed by learners working in groups. The groups will be required to design a theme park and entertainment area, parking space and waterfront area in a former manganese ore dump in the Gqeberha harbour area. They will need to use various GIS operations and produce a map illustrating the concept of the rehabilitation of the manganese ore dump area.
To assist teachers with the technology and assessment associated with the task, SAGTA will host regular webinars for engagement with specialists in this field. Topics to be covered include use of a GIS package, manipulation of spatial data and geoprocessing. The GIS software to be used is open source meaning there is no unnecessary expenditure for schools to participate in the task.
Learners will access the instruction page on the Kartoza Moodle site which also has the marking rubrics, webinars, quizzes, short activities and lesson plans. Learners will also upload their map on this Moodle site for assessment by their teacher.
The learners will be assessed on the general design of the map, the map construction, the ability to manage data and the overall productivity of the group (meeting time frames; using working time effectively).
Part A of the GDSC task is to prepare learners for the summative assessment, Part B.
Part B
Like Part A, Part B is also a group task. Learners will need to develop a topic/question related to a local problem or issue. The group will be required to research and collect data on the selected topic/question. In addition, they will need to manipulate this data on the QGIS (an open- source GIS platform) to assist with developing a solution to the identified topic/question. The skills developed in the completion of Part A will assist with this data manipulation.
Finally, in a poster format, the group will present their findings (including research and manipulated data) as well their solution. Assessment of the task will focus on working with data and GIS platforms, problem solving, collaboration and the poster presentation.
Part B will be marked at school level and moderated by an IEB appointed panel. On completion of this, learners will be awarded a certificate stating the level achieved.
Conclusion
The IEB is confident that providing learners with a low-stakes, interactive assessment will stimulate their interest in GIS and assist with the development of its associated skills. In addition, the IEB is encouraged that teachers too, through the management and assessment of the task in conjunction with training, will be confident to bring GIS into the classroom.
References:
Artvinli, E. & Martinha, C., 2014. Dealing with GIS in Geography Curricula: Comparing Portugal and Turkey. In: R. d. M. González, ed. Innovative Learning Geography in Europe: New Challenges for the 21st Century: Cambridge Scholars Publishing, pp. 121–140. Fleming, B., 2016. GIS interventions at secondary level education in South Africa - some recent successes and shortfalls. Journal of Geography Education for Southern Africa, Volume 1(2), pp. 9–24. Madsen, L., 2012. Considerations of how to study learning processes when learners use GIS as an instrument for developing spatial thinking skills. Journal of Geography in Higher Education, Volume 116, pp. 97–116.
Scheepers, D., 2009. GIS in the Geography curriculum. Position IT, July, pp. 40–45.