Curriculum pedagogy and GIS This presentation addresses a

Curriculum, pedagogy and GIS This presentation addresses a specific aspect of secondary school geography education, the role of GIS in supporting curriculum development. It begins with a review of the relationship between school geography curriculum development, pedagogy and GIS. The review is followed by a summary of classroom-based findings from a recent Ph. D study. A model of geographical knowledge construction in GIS is presented as a device for supporting and developing teachers’ further engagement with GIS in school geography. The presentation concludes with recommendations for using the model in conjunction with the new KS 3 Geography curriculum. Mary Fargher Institute of Education, University of London m. fargher@ioe. ac. uk

School Geography and GIS - A Review Conventional GIS Neogeography Adapted industrial software e. g. Arc. GIS Virtual globes Web-based Geography apps e. g Bing GIS for schools e. g. Aegis

GIS USED IN THE CLASSROOM ENQUIRY PROBLEM-SOLVING PREDICTION ANALYSING SPATIAL PATTERNS LINKING STATISTICAL ANALYSES EG CORRELATION TECHNIQUES TEACHERS AND STUDENTS USE GEOREFERENCED DATA UPLOADED BY OTHERS STUDENTS CREATE AND ADD THEIR OWN INFORMATION IS CREATED IN A NUMBER OF FORMATS EG TEXT, VIDEO, AUDIO CONVENTIONAL GIS NEOGEOGRAPHY NEW/FUTURE GIS?

NEOGEOGRAPHY ‘ Neogeography combines the complex techniques of cartography and GIS and places them within reach’ (Turner, 2006)

Curriculum Making with an online mapviewer How does this take the learner beyond what they already know? Teachers’ pedagogic choices and performance Underpinned by Key Concepts (Adapted from Lambert and Morgan, 2011) Student experiences, motivations, learning Learning Activity e. g. Viewing regional disparity in Worldmapper Geography: the subject discipline Thinking Geographically using scale as a lens

VIEWING REGIONAL DISPARITY OF WEALTH THROUGH WORLDMAPPER THE QUESTIONS PUPILS WANT TO ASK: • Where and why do children have to work? • What are the impacts of our consumption? What is it like to live near such contrast? www. worldmapper. org/display. php? selected=149# ‘The map shows the earnings of the poorest tenth of the population living in each territory. Japan is disproportionately large because Japan is the territory where the poorest have the highest average incomes. The larger the territory appears relative to its population, the better off its poor are in a global context. ’ (Making Geography Happen, 2009)

ESRI ARCGIS ONLINE Storymaps – The Olympic Torch Relay http: //video. esri. com/watch/2860/storymaps-a-new-medium http: //storymaps. esri. com/stories/torchrelay/ http: //www. geography. org. uk/projects/planetsport/london 2012

USING CONVENTIONAL GIS TO SUPPORT GEOGRAPHY Housing quality data survey using GIS in a school GCSE project : MAPPING THE URBAN STRUCTURE OF BISHOP’S STORTFORD (O’Connor, 2007)

DEEP MAPPING? Christian Nold ‘ Greenwich Emotion Map’ (2006)

Teach First student teachers • Arc. GIS online ARGOL • Mapping microclimates via satellite/mobile phones/cloud data • Storymapping •

Ph. D Research Summary – Fargher 2013 • Focus on role of GIS in supporting relational understanding of place • 2 case studies + 1 practitioner research enquiry • 9 teachers, 44 students, 1 practitioner researcher Key GIS roles : - Geographical integration - Geovisualisation - Limits to place construction in GIS - Advantages of a hybrid combining spatial analysis and Neography to broaden place knowledge construction - Key role of specialist in combining subject and technological content knowledge

GEOGRAPHICAL INTEGRATION • The principal purpose of geography scholarship is (thus) synthesis, the integration of material on relevant characteristics to provide a total description of a place or a region which is identifiable by its peculiar combination of those characteristics. (Johnston and Sidaway, 1979, p 51)

GEOVISUALISATION – the ‘fourth r? ’ (Goodchild, 2008) Using digital geospatial tools – conventional GIS and ‘neogeography’ to develop geographical understanding

A MODEL OF TEACHING AND LEARNING GEOGRAPHY THROUGH GIS PROCESS A AL C CONVENTION GIS E T LIMITATIONS TEACHER T F OPPORTUNITIES VIRTUAL GLOBE B D GEOGRAPHY KNOWLEDGE

POWERFUL KNOWLEDGE ‘provides reliable and in a broad sense provides ‘testable’ explanations or ways of thinking; is the basis for suggesting realistic alternatives; enables those who acquire it to see beyond their everyday experience; is conceptual as well as based on evidence and experience; it is always open to challenge; is acquired in specialist educational institutions, staffed by specialists; is organised into domains with boundaries that are not arbitrary and these domains are associated with specialist communities such as subject and professional associations; it is often but not always discipline-based. ’ (Michael Young , Tübingen, 2009 Keynote Lecture: Educational policies for a knowledge society: reflections from a sociology of knowledge perspective, )

NEW CURRICULUM AND GIS RECOMMENDATIONS • ‘Contextual knowledge’ • ‘Scale’ • ‘Interconnection’ • ‘Collect, analyse and communicate with a range of data’

Scale ‘An enabling concept’ (Herod, 2010) . . . What does this mean for GIS in education?

Scale is not as fixed as we can sometimes imagine • Places are made at a local level – partly regionally and globally but not at the expense of one another. (Latham, 2002) • . . Scales interplay with each other • Scale is a central dynamic • GIS can be used as a means of adjusting the scale lens to better understand in-between scales of the global, regional, local • Creative use of scale in GIS can enhance geographical understanding