GIS and Fieldwork
Understanding of relationships with the aid of GIS
Abstract
In line with the Kranji Secondary School Humanities department key learning pedagogy for 2014 of inquiry-based learning, we have designed an action research which promotes collaborative learning and sharpens thinking skills. These skills are enhanced with the help of a Geographic Information Systems (GIS) platform, ArcGIS online.
As part of their Tourism Geographical Inquiry, students leverage on the use of ArcGIS online to gain a better understanding of the spatial relationships in Kampong Glam. In teams, students collaborated to gather and analyse data using Collector for ArcGIS, an application which allows data to be synced with ArcGIS online.
Student-centredness and self-ownership in learning is enhanced through the use of collaborative learning, as students are required to construct knowledge by working as a team to complete group tasks. The activities designed seek to enable students to explore the key question “What makes Kampong Glam a tourist destination?” These group tasks would require the proper co-operation and input from all the group members.
Two key 21st Century Competencies in focus are Critical and Inventive Thinking (CIT) and Information and Communication Skills (ICS), which we believe are essential skills for the 21st Century learners.
Introduction
At the end of the research, we aim to investigate the effectiveness of using ArcGIS online in carrying out inquiry-based field work on tourism.
Literature Review
The Geographical Association (GA) in its Geography Manifesto: A Different View encourages teachers to take a fresh look at adopting the use of GIS software and applications in geography education. Many young people are already adept at using geo-technologies hence, their experiences of using GIS and virtual globes will help them to further develop their geographical perspectives of our changing world. Teachers using such software and applications thoughtfully, critically and skilfully in education can support young people to hone their conceptual understanding of geography as a discipline.
In the Inquiry Continuum proposed by Banchi and Bell (2008), there are four stages to inquiry-oriented activities; Confirmation, Structured, Guided and Open Inquiry. The difference between them is the amount of information and level of guidance given to the students. Factoring in students’ ability and comfort level with inquiry, teachers exercise their own discretion to pick the level of inquiry most appropriate for the students.
The use of GIS software will allow students and teachers to embark on an inquiry approach towards learning of spatial concept. Teachers can choose to design their lessons using any of the 4 stages in the inquiry continuum based on their students' competency level.
Research Question
How effective is ArcGIS online in enhancing students’ understanding of the relationships among various tourist destination factors?
Methodology
Both experimental and control groups are from Secondary Four Express. The experimental group is from a top Express class with a sample size of 30 students while the control group is from a Double Humanities class with a sample size of 22 students. Students will go to Kampong Glam to collect their data.
Students in the experimental group will use iPads with the downloaded application, Collector for ArcGIS, to conduct Land Use Survey. Students in the control group will do the Land Use Survey using paper and pen. All students will conduct interviews and Perception Survey using paper and pen.
Test Method
1. All students went to Kampong Glam to collect data.
2. Students in the experimental group used iPads with the downloaded application, Collector for ArcGIS, to conduct Land Use Survey. Students in the control group did the Land Use Survey using paper and pen. All students conducted interviews and Perception Survey using paper and pen.
3. Students sat for pre and post-learning tests which compare the effectiveness of using ArcGIS online in their spatial understanding of places.
4. Students took pre and post-learning perception surveys to determine the impact of learning on both their cognitive and affective domains.
5. Quantitative data: analysis of the students’ pre and post-learning test results, perception surveys and Prelims 1 and 2 results.
6. Qualitative data: post-learning focused group discussion on the learning experience.
Teaching Method (with and without the use of ArcGIS online in fieldwork)
Teaching Method (with and without the use of ArcGIS online in fieldwork)
Results (Findings)
- The students in the control group scored an average of 4.75/13 in the pre-test and improved to an average of 8.31/13 in the post-test. The students registered an average improvement of 3.56 marks per student.
- The students in the experimental group scored an average of 4.56/13 in the pre-test and improved to an average of 6.63/13 in the post-test. The students registered an average improvement of 2.07 marks per student.
- Students took the Prelim 1 examination before the fieldwork and Prelim 2 examination after the fieldwork. The students in the control group scored an average of 26.81/50 in Prelim 1 and an average of 24/50 in Prelim 2.
- The students in the experimental group scored an average of 27.6/50 in Prelim 1 and improved to an average of 28.25/50 in Prelim 2. The students registered an average improvement of 0.65 marks per student.
Pre-Test Results
Post-Test Results
- Both groups improved from pre-test to post-test scores.
- Controlled group performed better.
Prelim 1 Results
Prelim 2 Results
- The experimental group performed better at Prelim 2.
Survey Results
- This may imply that students need more time to be more exposed to the software and mode of teaching.
- “Layers are already there, it is hence easy to read, interpret and analyse to reach a conclusion to support our hypothesis.”
Focus Group Discussions
How did you find the experience of using Collector for ArcGIS? [Negative Experiences]
- Technological lag was experienced as students were out of the study zone given on the map, thus one group could not upload their data.
- The app crashed and even though data was keyed in, it did not appear on the map itself as the group was out of the study zone.
How did you find the experience of using Collector for ArcGIS? [Positive Experiences]
- Easy to use the software - Can key in on the spot and snap photos and upload directly.
- Data collected was more specific, accurate and reliable; there were less human errors
- Collection of data was not so messy and time-consuming
How did you find the experience of using ArcGIS online post-fieldwork?
- Memory work is better than going through the inquiry.
- Layers are already there. Hence easy to read, interpret and analyse to reach a conclusion to support their hypothesis.
Does the process of analysing the data enhance my understanding of Geography? NO
- Got more confused as what they learnt during the post-fieldwork lesson was based on the data collected
- Some of the skills learnt are not transferrable. For example, Prelims questions were mostly asked on the interview skills rather than the skills learnt from using the app
YES
- The concentric circles made patterns more visible. Students are more able to draw observations but the teacher’s explanation played an important role in making sense of the observations.
- Students are able to tell relationships between different factors.
- It was easier to see the big picture.
- Able to classify and categorise information much easier
- Able to transfer data to graphical representation easily and that was useful in helping them read and analysis the data
- If maps are tested for exams, they find it easier to read maps now after using the ArcGIS
Key learning points from the entire GI using ArcGIS online:
- Productive and proactive role: students collected their own land use survey data and interpreted the raw data.
- In representing and explaining data using PowerPoint, students got the opportunity to process and understand data, which better enhances their understanding of spatial relationships.
- There are different ways to represent data appropriately.
- Ability to see the relationship between the different factors e.g. hotels, bus stops and tourism.
Discussions (Data Analysis)
- Choice of assessment type may influence their performance.
- Assessment may be more content-based thus the use of ArcGIS online may not have any impact on their performance.
Thus, there is a need to review the Pre and Post-Test assessment types in the future to have a better assessment on the impact of exposure to ArcGIS online.
Why did the experimental group perform better?
- Exposure to different mode of teaching may lead to greater interest in the subject.
- Provide a more innovative way in learning concepts and relationships.
- Productive and proactive role, allowed students to see the big picture.
- Students are more sensitive to data/maps hence they are able to transfer their knowledge to examination skills.
Learning and Insights
What worked well
Ease of collecting and representing data
Collector for ArcGIS can be used offline after the initial login. With this, students were able to input the data into the platform directly when conducting the land use survey. All data collected can be synced with ArcGIS online upon return to school then be exported as Excel spreadsheets which students can then easily use to create graphs.
Understanding of spatial relationships
The overlay of maps on ArcGIS online enables students to identify patterns between various factors of a tourist destination, hence helping students to see spatial relationships more easily.
Flexibility in using data for analysis
Teachers were able to explore several analysis tools to allow students to have a more in-depth understanding of the spatial relationships between various factors of a tourist destination.
Engagement and collaboration
The learning experience had provided students the opportunity for interdependent learning as they use collaborative effort to learn. They share information and acquire knowledge together.
Limitations
Technology hiccups
Collector for ArcGIS crashed during the data collection at Kampong Glam. Students had to reconnect to mobile Wi-Fi in order to log back into the application before working offline again.
Familiarisation with ArcGIS online tool
Time needs to be invested for both teachers and students to be familiar with the tool so as to understand the capability of the ICT tool.
Human Error in Data collection
The accuracy of data collected is dependent on the students’ efforts.
Conclusion
ArcGIS online platform is a useful tool to help students better visualise and understand spatial relationships. In the context of the 21st Century where students are exposed to technology frequently, their comfort level of using technology in learning could bring about a higher level of student engagement.
However, teachers have to take into consideration the amount of time needed to equip students with the necessary skills to use such technology. The time taken to teach students the skills could instead be used to teach them content knowledge which is essentially more relevant for their tests and examinations. Therefore, there must be a balance in time allocation for both the teaching of skills and content knowledge.
References
1. Banchi, H.& Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
2. Fargher, M. (2013). Geographic Information (GI) – how could it be used? In D. Lambert and M. Jones (Ed.), Debates in Geography Education (1st ed.). London and New York: Routledge.