A Teaching Model to Raise Awareness of Sustainability Using Geoinformation

  1. Miguel Ángel Puertas Aguilar 2
  2. Brendan Conway 7
  3. María Luisa de Lázaro Torres 10
  4. Rafael de Miguel González 5
  5. Karl Donert 9
  6. Michaela Linder-Fally 6
  7. Alan Parkinson 3
  8. Diana Prodan 4
  9. Sophie Wilson 8
  10. Luc Zwartjes 1
  1. 1 Ghent University
    info

    Ghent University

    Gante, Bélgica

    ROR https://ror.org/00cv9y106

  2. 2 Escuela Internacional de Doctorado de la UNED (EIDUNED)
  3. 3 Head of Geography, King’s Ely Junior; Geographical Association President
  4. 4 Secondary school teacher, "Dimitrie Cantemir" High School, Iași
  5. 5 Universidad de Zaragoza; Presidente de EUROGEO
  6. 6 Vice-Presidenta de EUROGEO
  7. 7 St Mary’s University, Twickenham and Notre Dame Senior School, Cobham
  8. 8 St Mary's University Twickenham London
    info

    St Mary's University Twickenham London

    Twickenham, Reino Unido

    ROR https://ror.org/0067fqk38

  9. 9 Vice-Presidente de EUROGEO
  10. 10 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Erakutsi afiliazioak +
Aldizkaria:
Espacio Tiempo y Forma. Serie VI, Geografía

ISSN: 2340-146X

Argitalpen urtea: 2022

Orrialdeak: 23-42

Mota: Artikulua

DOI: 10.5944/ETFVI.15.2022.33687 GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Espacio Tiempo y Forma. Serie VI, Geografía

Laburpena

The increase in geoinformation and its integrated use in cloud-based geographic information systems, or Web GIS, facilitates visualization of data and helps to improve our understanding of socio-economic factors as well as the natural landscape. Effective application of these tools in the classroom requires a change in teachers’ pedagogies. Thus, a review of existing pedagogies and a brief questionnaire given to teachers with lots of experience of using Web GIS, was carried out in order to identify how they were integrating online interactive maps into their teaching to make learning more effective. The results led to the development of a series of learning scenarios, or vignettes. These all use the visualization provided by online maps, to encourage more critical and reasoned learning. They also contribute to educating for sustainability, as they highlight trends and interrelationships that are intended to promote transformative action, beyond the theoretical knowledge and application of the Sustainable Development Goals. Direct observation in teacher training classrooms and detailed discussion over each result obtained has validated a teaching model. To support the use of these materials and the application of the model, a training course has been designed for teachers who are new to the profession or those who are interested in integrating these tools into their teaching. To date, trainee teachers who have been introduced to the model have expressed their satisfaction with this new way of working in secondary classrooms.