How, and to what extent do Geographical Information Systems (GIS) contribute to student engagement with Service Learning project?

Thesis

This case study investigates the potential use of Geographical Information Systems (GIS) as a means to increase students’ engagement with Service Learning projects. Two enquiry projects were developed using constructivist pedagogy in the local area. They were introduced to a Year 12 Service Learning group within the Geography Department that met weekly. Group A analysed survey results to propose new developments for the local neighbourhood plan, without GIS. For Group B, the GIS-based enquiry focused on mapping crime in the local area. Findings suggest that GIS helped to contribute to student engagement with the Service Learning project; however, it was not the most important factor. Setting clear aims, group dynamics and the involvement of external staff all played key roles in fostering student engagement. GIS helped to develop spatial thinking skills and enabled students to work with real-world data. However, the case study identified shortcomings in GIS, highlighting the importance of instructing students how to use GIS. Overall, GIS has real potential as a tool to support student engagement with Service Learning by using local data and applying it in a real-world setting.

Authors: Goldsmith, C

• DOI: 10.5287/ora-bxjmex7kx
• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Keywords: Geography; MLT; MLT2016; GIS
• Subjects: Education