@article{Mayer2002,
abstract = {This chapter discusses the multimedia learning. Multimedia learning occurs when a learner builds a mental representation from words and pictures that have been presented. For purposes of research program, multimedia instructional messages are presentations of material using words and pictures that are intended to foster learning. The pictures can be static graphics such as photos, drawings, maps, charts, figures, and tables or dynamic graphics such as video or animation. Multimedia learning occurs if one constructs a mental representation of the lightning system based on the words and pictures in the multimedia instructional message. In this case, one must build a cause-and-effect model of how a change in one part of the system causes a principle-based change in another part, and so on. For example, when cool air comes over a warm surface, the cool air becomes heated and rises.},
author = {Mayer, Richard E.},
doi = {10.1016/S0079-7421(02)80005-6},
isbn = {9780125433419},
issn = {0079-7421},
journal = {Psychology of Learning and Motivation},
month = {jan},
pages = {85--139},
publisher = {Academic Press},
title = {{Multimedia learning}},
url = {https://www.sciencedirect.com/science/article/pii/S0079742102800056},
volume = {41},
year = {2002}
}
@article{Yap2008,
abstract = {Abstract In 1998, geographical information systems (GIS) were introduced to secondary schools in Singapore as a tool for teaching geography at the secondary and junior college levels. However, general observations and feedback from school teachers suggested that only a small number of secondary schools and junior colleges in Singapore were actually using GIS to support the teaching and learning of geography. The present research study was designed to establish the level of GIS usage and to investigate the reasons for the slow integration of GIS in the Singapore secondary schools. This article presents the findings of this research and provides some insight into the use of GIS in Singapore secondary schools.},
author = {Yap, Lee Yong and {Ivy Tan}, Geok Chin and Zhu, Xuan and Wettasinghe, Marissa C.},
doi = {10.1080/00221340802202047},
issn = {0022-1341},
journal = {Journal of Geography},
keywords = {GIS,IT integration,geography education},
month = {jul},
number = {2},
pages = {52--60},
publisher = { Taylor {\&} Francis Group },
title = {{An Assessment of the Use of Geographical Information Systems (GIS) in Teaching Geography in Singapore Schools}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00221340802202047},
volume = {107},
year = {2008}
}
@article{ODea2002,
author = {O'Dea, E},
title = {{Integrating GIS into Secondary Science Education: An ArcIMS Approach}},
year = {2002}
}
@article{Wheeler2010,
abstract = {Whilst widespread diffusion and adoption of spatial enabling technology, such as geographic information systems (GIS), is taking place within Australian public and private sectors, the same cannot be said for GIS within Australian secondary schools and state-based geography curricula. In the Australian state of Victoria, information regarding the status of GIS diffusion within secondary-school geography departments is currently limited, and in this setting, its adoption and use is recognised as relying upon the individual drive of committed geography teachers and schools, rather than any policy innovation. This paper reports the findings of a survey regarding the current state of GIS-based geography education in Victorian secondary schools, which was administered to Victorian secondary geography teachers via an anonymous online survey instrument during 2008. Results show that there are many barriers and constraints affecting adoption and use of GIS for geography teaching and learning in Victorian secondar...},
author = {Wheeler, Peter and Gordon-Brown, Lee and Peterson, Jim and Ward, Marianne},
doi = {10.1080/10382046.2010.482229},
issn = {1038-2046},
journal = {International Research in Geographical and Environmental Education},
keywords = {curriculum,geographical information systems (GIS),global positioning systems (GPS),information and communications technology (ICT),spatial technology},
month = {jun},
number = {2},
pages = {155--170},
publisher = { Taylor {\&} Francis Group },
title = {{Geographical information systems in Victorian secondary schools: current constraints and opportunities}},
url = {http://www.tandfonline.com/doi/abs/10.1080/10382046.2010.482229},
volume = {19},
year = {2010}
}
@article{Marsh2007,
abstract = {Abstract As geographic information systems (GIS) are increasingly implemented in K–12 classrooms, the risk becomes one of teaching “buttonlogy” or simply how to point and click to complete certain functions. Through the development of a geospatial concept lexicon and corresponding geospatial task ontology along with simple concept-based tasks completed by students in different grade levels, this research has illuminated grade-related differences in geospatial concept recognition and understanding. In these experiments, simple paper and pencil tasks were given to 6th grade, high school, and undergraduate students to provide insight into different levels of concept understanding, specifically in terms of grade-related abilities to comprehend descriptions of spatial relationships. Results indicate significant differences in geospatial concept recognition, understanding, and use among the grade-based participants tested during the course of the project. These results can be used to inform the development of a...},
author = {Marsh, Meredith and Golledge, Reginald and Battersby, Sarah E.},
doi = {10.1111/j.1467-8306.2007.00578.x},
issn = {0004-5608},
journal = {Annals of the Association of American Geographers},
keywords = {Minimal GIS,geospatial concept lexicon,geospatial task ontology,spatial thinking,support system},
month = {dec},
number = {4},
pages = {696--712},
publisher = { Taylor {\&} Francis Group },
title = {{Geospatial Concept Understanding and Recognition in G6–College Students: A Preliminary Argument for Minimal GIS}},
url = {http://www.tandfonline.com/doi/abs/10.1111/j.1467-8306.2007.00578.x},
volume = {97},
year = {2007}
}
@article{Lam2009,
abstract = {Using geographic information system (GIS) in teaching and learning geography is an important direction in the secondary geography curriculum in Hong Kong. In the present study, interviews were conducted individually with 28 geography teachers from different secondary schools in Hong Kong, with a view to finding their views on the inclusion of GIS in the secondary geography curriculum and the current state of GIS implementation in their schools. The study reveals that the level of use of GIS in geography teaching in Hong Kong was low, despite the fact that teachers generally found GIS to be an important geographical skill. In addition, teachers' understanding of how GIS could be used in teaching to enhance student learning in geography was limited. There is evidence that basic conditions, in terms of hardware and software, for using GIS in geography teaching were present in schools, and that teacher commitment was a critical factor determining whether or not GIS would be used. Teacher commitment was found ...},
author = {Lam, Chi-Chung and Lai, Edith and Wong, Janice},
doi = {10.1080/10382040802591555},
journal = {International Research in Geographical and Environmental Education},
month = {mar},
number = {1},
pages = {57--74},
publisher = {Taylor {\&} Francis Group},
title = {{Implementation of geographic information system (GIS) in secondary geography curriculum in Hong Kong: current situations and future directions}},
url = {http://www.tandfonline.com/doi/abs/10.1080/10382040802591555},
volume = {18},
year = {2009}
}
@article{Favier2012,
abstract = {Geographic Information Systems (GIS) is a kind of computer software that allows people to work with digital maps in a fast and flexible way. In the past decade, more and more geography teachers have become interested in the possibilities of using GIS in secondary education. However, teaching with GIS is complex, and little is known about how to do so in an optimal way. Therefore, an Educational Design Research study (EDR) was conducted with the aim to explore the characteristics of an optimal design for GIS-supported geographic inquiry projects. In this EDR study, a project was developed via progressive cycles of designing, testing, and evaluating, together with teachers from different schools. This paper summarizes the outcomes of the EDR study, and presents some design principles for GIS-supported inquiry-based geography education. Teachers could use these design principles to design and conduct GIS-supported geographic inquiry projects, and in such a way raise their geography lessons to a higher level. This paper also shows that although GIS provides many opportunities for enhancing inquiry-based geography projects, it also holds many conditions for its use to be optimal. GIS-supported inquiry-based geography education requires more than providing appropriate software, tasks, and coaching to ensure that students do not get stuck. In order to effectively raise students' geographic thinking to a higher level, the project should offer a considerable amount of guidance: it should include several preparatory and evaluative tasks based on a good domain-specific theory for use in educational settings. In addition, teachers should coach students in structuring, correcting, and expanding their geographic thinking via dialogical teaching.},
author = {Favier, Tim T. and van der Schee, Joop A.},
doi = {10.1016/J.COMPEDU.2011.09.007},
issn = {0360-1315},
journal = {Computers {\&} Education},
month = {jan},
number = {1},
pages = {666--677},
publisher = {Pergamon},
title = {{Exploring the characteristics of an optimal design for inquiry-based geography education with Geographic Information Systems}},
url = {https://www.sciencedirect.com/science/article/pii/S0360131511002247},
volume = {58},
year = {2012}
}
@article{Baker2009,
abstract = {ABSTRACT This article examines the results of an online national survey of K–12 educators who attended a series of GIS training workshops conducted by the authors between 1998 and 2004. Data from the self-report survey (N = 186) suggest new information about potential changes in instruction and assessment patterns following GIS training. The survey provides insight for those designing GIS-based professional development, while simultaneously describing relatively little change in instructional methodology. The survey confirms some classroom implementation constraints from an earlier national implementation survey, identifying a lack of time for teachers, variable skill levels among students, and software complexity.},
author = {Baker, Thomas R. and Palmer, Anita M. and Kerski, Joseph J.},
doi = {10.1080/00221340903435934},
issn = {0022-1341},
journal = {Journal of Geography},
keywords = {GIS education,assessment,professional development,training},
month = {oct},
number = {4-5},
pages = {174--185},
publisher = { Taylor {\&} Francis Group },
title = {{A National Survey to Examine Teacher Professional Development and Implementation of Desktop GIS}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00221340903435934},
volume = {108},
year = {2009}
}
@article{Bednarz2004,
author = {Bednarz, Sarah Witham},
doi = {10.1023/B:GEJO.0000033574.44345.c9},
journal = {GeoJournal},
number = {2},
pages = {191--199},
publisher = {Kluwer Academic Publishers},
title = {{Geographic Information Systems: A Tool to Support Geography and Environmental Education?}},
volume = {60},
year = {2004}
}
@article{Liu2008,
abstract = {Abstract Geographic information systems (GIS) are computer-based tools for geographic data analysis and spatial visualization. They have become one of the information and communications technologies for education at all levels. This article reviews the current status of GIS in schools, analyzes the requirements of a GIS-based learning environment from constructivist perspectives, and discusses the major issues in the design of a constructivist GIS-based learning environment based on experience from the development of World Explorer, a GIS-based learning environment that provides a theme-oriented data and information base, supports multiple representations and multiple linkages of information, and facilitates interactive learning and knowledge construction.},
author = {Liu, Suxia and Zhu, Xuan},
doi = {10.1080/00221340801944425},
journal = {Journal of Geography},
month = {may},
number = {1},
pages = {12--19},
publisher = {Taylor {\&} Francis Group},
title = {{Designing a Structured and Interactive Learning Environment Based on GIS for Secondary Geography Education}},
volume = {107},
year = {2008}
}
@article{Rawling2003,
author = {Rawling, Eleanor},
journal = { British Educational Research Journal},
title = {{Connecting policy and practice: Research in geography education}},
year = {2003}
}
@incollection{Maryani2006,
address = {Bandung},
author = {Maryani, E},
booktitle = {Ilmu Pendidikan},
title = {{Geografi dalam Perspektif Keilmuan dan Pendidikan di Persekolahan}},
year = {2006}
}