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GIS in Geography Teaching and Learning
GIS is an exciting development in geography education because it brings an expanding area of new technologies into the classroom and fieldwork. GIS is already part of everyday life in satellite navigation systems, it powers market research linked to supermarket card schemes, delivers government information online and aids the emergency services.
Commercial GIS applications are complex and require specialists to implement them, but there are educational GIS software packages that are much easier to use and which help to deliver the geography curriculum in a new and interesting way.
GIS is a relatively new area of teaching and learning so it is useful to consider some basic questions, organised into the subheadings below:
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GIS (Geographic Information Systems) is one of the fastest growing software applications in the world. GIS is not one program and different types of GIS serve different purposes: a GIS that tracks and schedules freight on a route network is different from an environmental GIS. More than 80% of data collected can be linked to a location on the earth’s surface, so it is not surprising that GIS and mobile services are taking off. GIS really puts geography on the map!
There are three elements to any GIS: a digital map, data located on the map, and a software application (GIS) that links the two together. A simple school GIS provides display and search facilities for mapped data. More sophisticated commercial GIS functions include spatial querying and analysis, buffering and spatial modelling. Trainees should be given the opportunity to explore ‘school’ and commercial GIS to decide which would be most suitable to incorporate into different lessons and to understand a progression in the use of GIS.
Follow these links for some basic guidance on GIS for schools:
Ordnance Survey Digital mapping and GIS in schools
RGS Project What is GIS?
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| How does GIS fit into the geography curriculum? |
GIS is ideal to introduce into the geography curriculum as it provides techniques and opportunities to further pupils’ geographical learning by:
- overcoming mechanical aspects of mapping to give pupils the opportunity to produce a professional result.
- improving pupils’ visualisation of the landscape through aerial overlays on maps, 3D imagery and ‘fly-throughs’ reintroducing a wow! factor into mapping skills.
- enabling access to up to date mapping and locational data on the internet through, for example, search engines, local and national government sites and NGOs.
- enabling pupils to experiment with cartography by choosing colours, graphical techniques and methods of selecting and presenting data on maps.
- allowing more time to achieve higher level thinking by replacing tedious mapping operations with interactive manipulation of large sets of digital maps and data to select, display and interpret spatial patterns and relationships.
The majority of the geographical skills in the programmes of study at KS3 may be enhanced by the use of digital maps and GIS. Traditional geographical skills take on a new dimension when adapted to a digital context.
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| Table 1: Geographical Skills and GIS |
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Geographical skills may be extended into the use of digital mapping and GIS. The list illustrates how skills gained using more traditional methods may be transferred to digital mapping and GIS.
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Use an extended geographical vocabulary
- New vocabulary includes ICT keywords (such as raster and vector) and specific GIS terms
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Select and use appropriate fieldwork techniques and instruments
- Small handheld computers (PDAs or palmtops) may be used to enter data directly in the field for transfer to GIS;
- Handheld GPS systems are now accurate enough to collect location information for transfer to GIS;
- Weather monitors and environmental data loggers may collect information for transfer to GIS.
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Use maps and plans at a range of scales, including Ordnance Survey 1:25,000 and 1:50,000 maps
- Ordnance Survey digital map data provides the basis for vector and raster mapping.
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Select and use secondary sources of evidence: aerial photographs, satellite images, ICT sources
- Aerial photographs and satellite images may be used in digital mapping and GIS;
- Ground level digital photographs may be linked to ‘hotspots’ on a map.
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Draw maps and plans at a variety of scales, using symbols, keys and scales...
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GIS explores raster and vector maps:
- Draw and edit maps and plans in a GIS editor;
- Import a variety of digital maps and plans in different formats;
- Add information to maps and plans from a set of data;
- Select separate vector map layers;
- Zoom in and out at different scales and pan around an enlarged map;
- Measure distances (in a straight line or along a feature), areas or perimeters accurately; Understand geo-referencing
- Select and use appropriate graphical techniques to present evidence on maps and diagrams including the use of ICT.
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Present data at points, lines and areas (closed polygons) on maps using the functions of a GI.
- Areas: Choropleth and thematic maps.
- Lines: Flow lines of traffic or journeys by people.
- Points: Diagrams (bar charts, pie charts, divided pie charts, proportional circles and pie charts) at places on the maps
- Add pictures and notes at locations on the maps.
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There are also cross-curricular links with the ICT curriculum: the enquiry route in geography parallels the steps for data handling in the ICT curriculum.
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| Table 2: How the enquiry approach to learning in geography at KS3 and the KS3 strategy is aided by GIS |
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Geography programme of study KS3
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KS3 strategy
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How GIS helps
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Ask geographical questions to identify issues
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Ask questions, predict and hypothesise
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Enables spatial data to be collected, organised and investigated to show patterns and relationships
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Suggest appropriate sequences of investigations
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Find, organise and use information that is fit for the purpose
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Provides a framework within which to collect data in tables linked to points, lines and areas on maps
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Collect, record and present evidence
Analyse and evaluate evidence and draw conclusions
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Seek patterns and relationships
Interpret results and evaluate evidence
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Allows information to be selected and presented on maps quickly and easily to identify spatial patterns and relationships
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Communicate in ways appropriate to the task and audience
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Present and communicate findings in a variety of ways
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Resulting maps may be used in reports and presentations to different audiences
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From: Geography National Curriculum Programme of Study for England and Wales. DfES 2000
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From: KS3 Strategy - Framework for teaching ICT capability - Using ICT across the curriculum. DfES 2002
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Background information about GIS and the Geography curriculum may be found here:
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| Is there a progression in GIS? |
There is a progression in geographical knowledge, skills and understanding that complements the ICT data handling curriculum. GIS knowledge, skills and understanding also has a progression that may be dovetailed into this sequence. The GIS progression may be summed up as follows:
1. Digital mapping
Moving from paper maps to digital maps raises many questions. What are the properties of a digital raster and a digital vector map? Which type of map is suitable for which purpose? Where can examples of digital map applications be found on the web to link to geographical topics (e.g. changing scale, measuring, route planning, government information, flooding, place searching, overlaying one map on another to compare, for instance, aerial views and maps)? There are a number of websites, such as Multimap or Streetmap, and software specific to schools that provide many options to explore.
2. Dynamic mapping
More powerful applications to select data, such as census mapping (India, UK, world data for countries) pose questions of map manipulation and data selection for a purpose. This requires more in-depth knowledge of map formats and data handling. Some interactive sites are now appearing on the internet, such as the Census of India 2001.
3. Geographical Information Systems
These GIS have editing facilities within the software to allow users to import raster and vector digital maps in order to display data collected from fieldwork or secondary sources. Area, line and point data may be displayed and queried. The higher quality school GIS and most commercial GIS software is suitable for this purpose. Commercial software offers more opportunities for detailed spatial analysis.
This table helps to show how a progression in geography, ICT and GIS may be envisaged:
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| Table 3: Progression in geography, ICT and GIS |
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PROGRESSION IN GEOGRAPHY, ICT AND GIS (LEVELS 3-4)
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Geography enquiry and skills
- ask and respond to geographical questions and offer own ideas in the course of undertaking tasks set by the teacher, ability to identify and give simple explanations for views held by others (geographical enquiry)
- use a range of simple pieces of equipment and secondary sources to carry out tasks supported by the teacher (use of skills)
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Geography patterns
- respond to questions about patterns in the nearby landscape and make appropriate observations about the location of features relative to others; (patterns)
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ICT data handling
- find and use appropriate stored information, following straightforward lines of enquiry
- find and interrogate information, understanding the need for care in framing questions
- amend and combine different forms of information from a variety of sources
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GIS skills and techniques
- understand the properties of a digital vector or raster map
- add symbols and draw routes on a digital map
- measure distances on a digital map
- carry out simple searches and display charts, images or text at places on a map
- compare and interpret different digital representations of the world, such as aerial photographs and maps of different scales
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Examples of software with prepared maps and examples to support levels 3 and 4:
- Local Studies
- AEGIS 3
- Vista Our School Aerial Photography
- Digital Worlds
- Web-based (Infomapper)
3D representations and links to GPS, but limited search functions:
- Memory Map
- Anquet maps
- TrackLogs
- Google Earth
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PROGRESSION IN GEOGRAPHY, ICT AND GIS (LEVELS 5-6)
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Geography enquiry and skills
- draw on own experience and on secondary sources provided to identify geographical questions, recognise and explain the views and opinions of others, follow a structured sequence of enquiry and present a consistent geographical argument (geographical enquiry)
- become aware of and select a range of appropriate skills and techniques, and demonstrate competence in using the skills specified in the Pos (use of skills)
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Geography patterns
- describe and explain patterns, and relate these to the location and character of places and environments in different parts of the world (patterns)
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ICT data handling
- select the information needed for different purposes, check its accuracy and organise it in a form suitable for processing. An increased range of quantitative and qualitative information is considered
- use information from a range of sources and use complex lines of enquiry to solve problems and test hypotheses
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GIS skills and techniques
- understand the differences between raster and vector maps and enter data from a variety of sources, manual and electronic, to the map
- use complex searches to select quantitative or qualitative data for display at points, lines and areas on a map
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Examples of software for levels 5 and 6:
- AEGIS 3 – worksheets based on geography curriculum
- Scamp 4 – census data
- Arc View – some school examples
- GeoMedia – few school examples
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PROGRESSION IN GEOGRAPHY, ICT AND GIS (LEVEL 7+)
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Geography enquiry and skills
- demonstrate independence in identifying appropriate questions and issues, appreciate the significance of attitudes and values (including their own), plan investigations, and provide coherent arguments, substantiated conclusions and critical evaluation of evidence (geographical enquiry)
- demonstrate confidence in selecting skills and strategies appropriate to the task and apply effectively and accurately (use of skills)
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Geography patterns
- make connections between locations, distributions and patterns of features, and understand how and why these change and with what impacts on people and places (patterns)
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ICT data handling
- select and use information to develop systems suited to work in a variety of contexts, translate enquiries expressed in ordinary language into the form required by the system
- design and implement systems for others to use
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GIS skills and techniques
- select and use different formats of vector and raster maps for varying purposes
- create a set of data, pictures and text to link to places on a map for a particular enquiry
- interrogate the data and display the information on a map in an appropriate way for the purpose of the enquiry
- create a scenario allowing others to use the map and data for this enquiry and other related purposes
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Examples of software for level 7 and above:
The software allows pupils to follow the enquiry route to create a map and associated data to display and process spatial information for an individual study or coursework investigation.
Software for entering data as vector and raster in a variety of formats, creating points, lines or areas, adding data and images, carrying out different mapping techniques and complex searches:
- AEGIS 3
- ArcView or GeoMedia
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Processes at level 7 and above:
Planning
Identifying an issue or hypothesis to investigate.
Deciding which map(s) and data are required for the investigation.
Sourcing the maps(s) and recording data and images (either electronically or manually).
Preparation
Importing a raster or vector base map and adding points, lines and areas as required.
Creating a data sheet that has information from primary or secondary sources to plot on the map.
Linking data, images and text to the map.
Using
Interrogating data and plotting the results on the map by appropriate methods.
Analysing and evaluating
Using the results to further the investigation.
Deciding whether the results satisfy the purpose of the investigation.
Suggesting improvements to the above process.
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| How can GIS be integrated into lesson planning? |
There are plenty of opportunities for learning with GIS rather than about GIS in the geography curriculum. Certain topics in the QCA Schemes of Work from KS2 and KS3 have a mapping and ICT element that can be carried out with digital mapping or GIS software. For instance, Unit 16 What is development? is ideal for using GIS software to display development criteria as choropleth maps and to search for countries that are at the extremes of each range of data.
Pupils can easily compare those countries with a low life expectancy and access to clean water or doctors. They use GIS (and ICT) skills to display and interrogate the data, but use geographical skills and understanding to interpret their results on the map. Using GIS as a resource in this way puts it into context and allows pupils to carry out investigations for a purpose.
It is a useful exercise for trainees to go through the QCA schemes of work in geography at KS2/3 and discuss which parts of which units may be suitable for digital mapping and GIS. They could go on to plan a series of lessons around a GIS element for a chosen topic.
Trainees may also take up some ideas from these links:
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| What practical experiences of GIS in education should PGCE courses provide? |
Trainees may have had experience of GIS in their undergraduate courses and therefore understand the basic principles and terminology. However, they may not have had experience of using school GIS. Some tutors have had success in giving their trainees practical skills in one GIS which the trainees have then applied in their teaching practice.
There should be opportunities for trainees to become familiar with digital mapping web sites and at least one school-based GIS that covers a range of skills in order to see how a GIS progression may be identified and applied.
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| What about new courses (such as the geography Pilot GCSE) that contain a GIS element? |
The geography Pilot GCSE is a hybrid course that has a teacher assessed Geographical Information Systems option forming 25% of the GCSE. The option aims to develop a knowledge and understanding of the potential of ICT and GIS in everyday life, and geographical study in order to explore geographical questions, solve problems and evaluate data.
In choosing a GIS to cover the practical elements of this option, trainees should be aware of five basic requirements for the software:
- Draw lines, points and areas on a digital map
- Import a base map (vector or raster)
- Enter data on a table (or import from Excel) and link to the map
- Show data as charts or flow lines and produce choropleth or thematic maps
- Query and process the data to select criteria for the map.
Even if the GIS option is not taken up, there are many opportunities to use GIS as part of the other core or optional modules. It is a useful exercise to identify and plan how GIS can support other parts of the course.
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| Resource provision and evaluation |
Mapping and GIS software
There are a growing number of GIS programs that schools can use. In fact, schools may wish to acquire more than one GIS program to fit their requirements. The Ordnance Survey and RGS websites below have details of current software.
Ordnance Survey
Ordnance Survey has a list of software, suppliers and costs. Updates to this list are also found in the Ordnance Survey publication Mapping News that is sent to schools regularly.
RGS-IBG GIS evaluation
Phase 2 of the GIS project was a thorough evaluation of GIS software suitable for schools.
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| Access to ‘free’ digital maps |
State maintained schools
All Local Education Authorities are part of the Ordnance Survey service level agreement. This means schools can access large-scale digital maps of the authority from an LA Ordnance Survey liaison officer. Many LEAs have also made provision for access and distribution of these maps via a local grid or regional broadband consortium. Schools may have to contribute towards the distribution costs, but not the cost of the actual digital map data.
Independent schools
Independent schools (and LEA schools that wish to purchase Ordnance Survey Land-Line outside their Local Authority) may order through the Maps Direct website.
Digital map formats
Trainees should be aware of the different formats in which digital maps can be supplied. Decisions about which GIS software to purchase for a school should always consider which formats of digital maps the program can use and where to obtain those maps. If other map formats or aerial photography are required additional costs may be incurred.
ESRI Maps Direct - ordering OS Land-Line maps
Other free sources of vector maps
Magic - government boundaries
Shapefiles of countries - most of these have some data with the maps
Mapping resources for 6th Form Colleges and FE
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- Mapping News - this Ordnance Survey magazine is delivered free to schools in January and June. It is a good source of articles and information on digital mapping and GIS in schools. Current and archived articles may be viewed on the OS Education website. Click on ‘Mapping News’ in the margin.
- Freeman, D. (2003) 'GIS in Secondary Geography', Teaching Geography, 28, 1
- King, S. (2000) 'High-tech Geography: ICT in Secondary Schools', Sheffield: Geographical Association - contains a number of relevant articles on GIS and digital mapping.
- Green, D. R. (ed) (2000) 'GIS: A Sourcebook for Schools', London: Taylor and Francis
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(Added 03.10.05)
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