Learning and teaching through inquiry with geospatial technologies: A systematic review
The development of digital skills among pupils at the lowest levels is already an important part of education. The implementation of geospatial technologies (GST) is one of the ways to build and deepen these skills in primary and secondary schools. The use of these technologies is possible through...
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| Language: | English |
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European Association of Geographers
2023-07-01
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| Series: | European Journal of Geography |
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| Online Access: | https://eurogeojournal.eu/index.php/egj/article/view/431 |
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| author | Vendula Mašterová |
| author_facet | Vendula Mašterová |
| author_sort | Vendula Mašterová |
| collection | DOAJ |
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The development of digital skills among pupils at the lowest levels is already an important part of education. The implementation of geospatial technologies (GST) is one of the ways to build and deepen these skills in primary and secondary schools. The use of these technologies is possible through an inquiry approach. This paper aims to identify the knowledge gaps on the issue of linking GST and inquiry in primary and secondary school learning and teaching. This article presents findings from 36 English-language empirical research studies published up to 2020 in the Web of Science and Scopus databases. The systematic review focuses mainly on the methods used and the results of the studies. The analysis of the studies shows that the methods used are strongly heterogeneous, and qualitative and quantitative methods are similarly represented. The results of the studies indicate that prior teacher preparation is necessary for this type of learning and teaching, and that students develop digital competencies and knowledge related to GST and the topic of the learning task that is addressed using these technologies. This systematic review presents recommendations and pitfalls for learning and teaching through inquiry with GST, but also recommendations for future research.
Highlights:
• Prior teacher preparation is necessary for teaching through inquiry with GST.
• Students develop digital literacy and knowledge related to GST and topic of learning.
• GST and inquiry can be incorporated into geography, but also science or social science.
• Researchers focus on GST rather than inquiry
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| format | Article |
| id | doaj-art-3b969800b58147eba486852a4c430aac |
| institution | Kabale University |
| issn | 1792-1341 2410-7433 |
| language | English |
| publishDate | 2023-07-01 |
| publisher | European Association of Geographers |
| record_format | Article |
| series | European Journal of Geography |
| spelling | doaj-art-3b969800b58147eba486852a4c430aac2025-01-20T07:10:13ZengEuropean Association of GeographersEuropean Journal of Geography1792-13412410-74332023-07-01143Learning and teaching through inquiry with geospatial technologies: A systematic reviewVendula Mašterová0Masaryk University, Brno, Czech Republic The development of digital skills among pupils at the lowest levels is already an important part of education. The implementation of geospatial technologies (GST) is one of the ways to build and deepen these skills in primary and secondary schools. The use of these technologies is possible through an inquiry approach. This paper aims to identify the knowledge gaps on the issue of linking GST and inquiry in primary and secondary school learning and teaching. This article presents findings from 36 English-language empirical research studies published up to 2020 in the Web of Science and Scopus databases. The systematic review focuses mainly on the methods used and the results of the studies. The analysis of the studies shows that the methods used are strongly heterogeneous, and qualitative and quantitative methods are similarly represented. The results of the studies indicate that prior teacher preparation is necessary for this type of learning and teaching, and that students develop digital competencies and knowledge related to GST and the topic of the learning task that is addressed using these technologies. This systematic review presents recommendations and pitfalls for learning and teaching through inquiry with GST, but also recommendations for future research. Highlights: • Prior teacher preparation is necessary for teaching through inquiry with GST. • Students develop digital literacy and knowledge related to GST and topic of learning. • GST and inquiry can be incorporated into geography, but also science or social science. • Researchers focus on GST rather than inquiry https://eurogeojournal.eu/index.php/egj/article/view/431geospatial technologiesinquirysystematic reviewprimary educationsecondary education |
| spellingShingle | Vendula Mašterová Learning and teaching through inquiry with geospatial technologies: A systematic review European Journal of Geography geospatial technologies inquiry systematic review primary education secondary education |
| title | Learning and teaching through inquiry with geospatial technologies: A systematic review |
| title_full | Learning and teaching through inquiry with geospatial technologies: A systematic review |
| title_fullStr | Learning and teaching through inquiry with geospatial technologies: A systematic review |
| title_full_unstemmed | Learning and teaching through inquiry with geospatial technologies: A systematic review |
| title_short | Learning and teaching through inquiry with geospatial technologies: A systematic review |
| title_sort | learning and teaching through inquiry with geospatial technologies a systematic review |
| topic | geospatial technologies inquiry systematic review primary education secondary education |
| url | https://eurogeojournal.eu/index.php/egj/article/view/431 |
| work_keys_str_mv | AT vendulamasterova learningandteachingthroughinquirywithgeospatialtechnologiesasystematicreview |