Deepening Thinking in Geography
through ICT-Enhanced Approach
Abstract
One of the 21st century competencies skill emphasised in the Singapore classroom is Information and Communication skills, which aims to inculcate students' ability to extract and manage information, responsible use and sharing of knowledge in various ICT platforms, and communicating ideas and findings of knowledge clearly and effectively. Our team of Geography teachers adapted a pilot project to evaluate the affordances of ICT in Geography through the use of lesson study. Through this study, we want students to deepen their thinking and understanding by making connections and drawing patterns through the analysis of real-life geographical data.
The students’ learning process is augmented through the use of Geographic Information System (GIS) in the Secondary 3 classrooms. The online platform, ArcGIS, integrates a spatial visualisation mapping system with relevant data map layers that are able to display geographically-referenced information. Lessons are designed to promote self-directed learning among students using these ICT tools. This eventually encourages students to initiate and further explore their areas of interest at their own time.
Through the use of lesson study, students’ conversations and learning during lessons were captured. Post-lesson observations and discussions, through the use of the ArcGIS software anchored by a geographical inquiry approach, revealed that students could question, investigate, and think critically about issues affecting people and the environment, such as the impacts of earthquake activities. This encouraged a move away from memorisation of facts to the extraction and application of information and construction of new knowledge and understanding of Geography.
Literature Review/Background
ArcGIS Online is a cloud-based mapping platform for students to access dynamic content to create and collaborate and share maps and data with each other. Data and layers are also supported by Esri, who develops the geographical information systems. The online platform integrates a spatial visualisation mapping system with relevant data map layers that are able to display geographically-referenced information.
Using the lesson study approach, the Geography Department of Woodgrove Secondary School collaborated with Education Technology Division (ETD) to plan, observe, reflect, and refine lessons. This lesson study on ArcGIS Online was embarked upon to explore whether the learning through inquiry can be fulfilled with the use of a technological platform. By exploring the the role of geospatial technologies on the development of spatial thinking in learning Geography, the key points, we hope to determine, are whether ICT is effective in fostering students' spatial thinking in learning Geography.
In addition, learning through the inquiry process is the pedagogical approach that has the potential to increase intellectual engagement and foster deep understanding through the development of a hands-on minds-on approach. (Stepheson, 2011)
This project is aimed at answering the first Key Question (KQ) in the Plate Tectonic syllabus: Why are some areas more prone to tectonic hazards? Through the use of ArcGIS, students are able to explore the different layers that will highlight the causes of tectonic activity.
This project is significant as we hope to explore the use of the ArcGIS software beyond the topic of Plate Tectonics, should this approach be successful in improving students' geospatial understanding.
In this project, the research question that we hope to answer is:
Do students, who use geographical information systems taught via inquiry-based approach, develop geo-spatial awareness and show higher quality responses to evaluation questions?
Methodology
Four classes (of approximately 40 students each) from the Secondary Three cohort were selected to be part of this project. Two of these classes were students from the Express stream (namely 3E2 and 3E3), while the other two wre students from the Normal Academic stream (3N1 and 3N2). Out of these four classes, one from each stream (3E2 and 3N1) was placed as part of the experimental group, learning about Plate Tectonics with the use of the ArcGIS Online software. The remaining two classes were then catalogued into the control group.
Selection of classes were based on the comparison of the mean scores for their Mid-Year examination results. In addition to that, we wanted to explore how significant the software could be with students of differing abilities.
Prior to embarking on the project, students in the experimental group attended a session with Esri to familiarise themselves with the ArcGIS Online software during the June holidays.
Over a period of about 6 weeks in Term 3 during Semester 2, students were taught Plate Tectonics, and students in the experimental group were taught with the assistance of ArcGIS Online.
Other than the Mid-Year examinations results, a Spatial Thinking Skills test was administered so that a quantifiable measure of Spatial Awareness can be identified.
The lessons were implemented in three stages, over a period of four classes in the computer laboratory, along with take-home tasks.
At Stage 1, students explored the relationship between plate boundaries and tectonic landforms. In this lesson, students learned to add the specific layers, identify the legends, measure distances, and so on. At this stage, students were given the freedom to explore different places on the map based on what they already know.
Stage 2 explores the distribution of volcanoes and earthquakes. Students are guided to focus on the South-East Asian region and also the Indonesian Archipelago and henceforth, add the necessary layers. Through this process, students learned to identify patterns and make predictions for the patterns that they see.
At Stage 3, students delved deeper into the spatial relations of volcanoes and other factors that explain reasons why people live near tectonic hazards such as volcanoes.
These three stages were carried out through a series of five one-hour long session in the computer laboratory. In the event that tasks could not be completed within classroom time, students were tasked to complete them at home.
As a lesson study project, the students in 3E2 (the higher ability Express class) were the first to complete a lesson. Other Geography teachers were invited to be present in the class to assist students with the software, as well as to make observations on the progress of the lesson.
Subsequently, a debrief among the teachers will take place after the lesson. Teachers will submit their observations and reflections to identify and share strengths and weaknesses of the lesson in order to refine the same lesson for 3N1. Students in the Normal Academic stream will be given the same assignment, with more guided questions to aid them in their understanding. In addition, any aspects of a lesson, which was too complicated for the Express students, will be scaled down, or removed.
Upon completion of the project, students were tasked to write a one-page reflection on their experience of using the software. Guiding questions were also asked to aid them in their responses. Some questions asked include:
What did you find interesting or useful about learning with ArcGIS Online?
What is the difference between learning with ArcGIS Online in the computer laboratory, versus learning in a normal classroom setting?
Results of the students final-year examinations for Geography were also analysed.
Finally, students sat for the same Spatial Thinking Skills test during the school holidays after their final year examinations. Instead of a pen-and-paper test, students take the test in the computer laboratory during their Academic Booster programme held over the November school holidays.
In order to carry out the project, some assumptions were already in place. Firstly, students briefly learnt about Plate Tectonics in Secondary One, and as such, they should already have some prior knowledge.
Moreover, students were also expected to have a moderate to high level of competency in IT skills, in order to be able to explore the ArcGIS software comfortably, and be able to catch up with the lessons. This is critical as students must be able to complete tasks independently at home, should they not be able to complete it in the class.
Results
Majority of students found the ArcGIS software engaging and useful in their learning. Having a hands-on and self-directed approach enabled students to actively participate in the lesson and aided in their inquiry process. In one of the students' reflections, she said "I could explore various things about the earth such as the population (density) and history of volcanic eruptions and earthquakes from the online map layers".
As for the teachers, they found the online maps on ArcGIS particularly useful in the exploration stage of the inquiry process. Students were able to observe patterns and draw relationships. For example, students were able to describe the relationship between population density and distance from volcano and also suggest possible reasons for this pattern observed.
The experimental group from the Express Stream achieved higher mean scores for the section on Plate Tectonics in the End-of-Year Examinations. However, the difference was very slight and not statistically significant. Nevertheless given that in the Mid-year Examinations, the experimental class had a slightly lower mean than the control class, there appears to be some improvement. The standard deviation of scores in the experimental class was also smaller. In the Normal Academic Stream, the students in the experimental class had higher means in the End-of-Year examinations. The t-test indicates that there is a statistically significant difference as p<0.05.
Students from the experimental group from the Express Stream achieved a slight improvement in their Spatial Skills Test scores, while the control group had a slight dip in their scores. However, independent t-test scores show that there is no statistical difference in scores (pre-test and post-test) between the experimental and control class (Express) for the short STAT test; in both cases, p>0.05.
For students in the Normal Stream, both classes had lower scores for the post-test, as compared to their pre-test. However for the control group, there was a bigger drop in scores from pre-test to post-test and this decrease in mean STAT score was statistically significant (p=0.037).
Limitations
Some limitations experienced through this process would be getting the ideal map layers needed to structure the lessons planned. When designing inquiry-based lessons, there needs to be layers, which should be available to guide students' inquiry process without revealing too much information that could allow students to simply regurgitate facts in their answers. The questions crafted for students and the different map layers should allow for deeper analysis, allowing students to question and discuss with one another.
Furthermore due to the small sampling size, analysis of the results may not have statistical significance.
Time is also a limited commodity that affected the execution of this project. In view of the limited time to cover the syllabus within the semester, students had a less-than-ideal amount of time to be given free reign over what they wish to explore. Exploration, being a necessary element in the Inquiry approach, is vital in students' learning. Although students were able to complete the tasks at home should they wish to, free-play time in the computer laboratory is more ideal as it allows the teacher to supervise students' exploration and provide timely feedback to queries. Due to the limited time that students were exposed to using the software, impacts on their learning were not as significant.
Conclusion
The lesson study on the impact of ArcGIS on students' learning provided a platform for improvement in teaching pedagogy through this collaborative process. The reflection and observations made by other teachers and external partners allowed us to evaluate the usefulness and suitability of ArcGIS Online for inquiry learning.
Although there was no statistical significance in their final year results, the data only measures a narrow slice of academic performance. The observations, reflections, and refinements to the lesson have greatly benefited both students and teachers. Given a few more cycles of lesson study using the ArcGIS Software, we are confident that teacher's pedagogy and quality of students' learning would improve.
Beyond just Plate Tectonics, this software can be utilised for other topics in Geography. Spatial understanding is also necessary in Tourism studies and also in Weather and Climate. Although the results may not reflect a significant improvement in the students' spatial understanding, this ArcGIS Online software has the potential to make a more significant impact on students through long term use of the software. As an ICT tool, students are engaged in learning about the topic and with greater familiarity of the software, students will be be more adept at independently exploring the features and spaces. As such, ArcGIS Online is a suitable tool to encourage learning through inquiry.
References
Lewis, C. C. (2002). Lesson Study: A handbook of teacher-led instructional change. Research for Better Schools.
Stephenson, N. (2011). Introduction to inquiry based learning. Retrieved November 17, 2014 from http://www.teachinquiry.com/index/Introduction.html.
Walonick, D. S. (2005). Elements of a research proposal and report. Retrieved from http://www.statpac.org/research-library/research-proposal.htm#layout.