PBL-GIS in Secondary Geography Education: Does It Result in Higher-Order Learning Outcomes?

Abstract

This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The results show significant differences in the learning outcomes between the two groups. Specifically, students in the control group show more memorization skill while students in the experimental group demonstrate more analytical and evaluation skills. The conclusion is that learning with PBL-GIS pedagogy can result in higher-order learning outcomes.

Key Words:

• problem-based learning
• GIS
• learning outcome
• cognitive skill
• secondary school

Acknowledgments

This research project was supported by the Learning Science Laboratory of the National Institute of Education, Nanyang Technological University in Singapore (Project No. NIE/LSL 11/06 LY). The authors are very grateful for the participation and contribution of teacher Chua Siew Koon Canice from NUS High School in this project. We also acknowledge the thoughtful and constructive comments made by the editor and three anonymous reviewers.

Yan Liu, Ph.D., is a senior lecturer in Geographical Information Science at the University of Queensland, Australia. Her research interests include GIS applications, spatial analysis and modeling as well as learning with GIS in schools. She was an assistant professor at the National Institute of Education, Nanyang Technological University in Singapore when she conducted this research project.

Elisabeth N. Bui, Ph.D., is a principal research scientist at CSIRO Land and Water, Australia. Bui is an environmental scientist, specializing in spatial modeling and mapping of soils at regional to continental scale. She was an associate professor at the National Institute of Education, Nanyang Technological University in Singapore when she contributed to this research project.

Chew-Hung Chang, Ph.D., is an assistant professor at the National Institute of Education, Nanyang Technological University in Singapore. His research interests include urban climates, global climate change, social media and learning, the socio-cultural context of web-based learning, digital libraries and learning, new technologies and teacher professional development in geography.

Hans G. Lossman is a research associate of the Learning Science Laboratory at the National Institute of Education, Nanyang Technological University in Singapore.