Ten things higher education needs to know about GIS in primary and secondary education |
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| Authors: | SARAH W BEDNARZ GAIL LUDWIG |
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| Institution: | Sarah W Bednarz Department of Geography, Texas A&M University, College Station, Texas 77843–3147, USA. e-mail:;Gail Ludwig Department of Geography, University of Missouri, Colombia, Missouri 65203, USA. |
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| Abstract: | This paper examines the status of efforts to implement GIS in Kindergarten to Grade 12 (K-12) education in the United States. Factors promoting and impeding the growth and diffusion of GIS are identified and suggestions for action on the part of higher education GIS specialists are made. In the United States more science teachers have adopted GIS geography/social studies teachers for several reasons. These include science teacher preservice preparation and the essentially different natures of the respective disciplines. Preservice education and teachers' perceptions of geography emerge as key factors influencing the diffusion of GIS in K-12 classrooms. The need for on cognition and GIS before effective curricula and instruction can be developed is emphasized. Three strategies directed at higher education GIS specialists may help implement this eduational innovation. They are: (1) modelling GIS instruction in content classes; (2) including GIS in preservice preparation classes; and (3) outreach to professors who tach educational technology to educate than regarding GIS. The addendum by Paul Heinrich which follows this paper compares US and UK experiences in the diffusion of GIS in elementary and secondary schools. |
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