Using GIS in an Earth Sciences field course for quantitative exploration, data management and digital mapping

Figures & data

Figure 1. (a) Example area delineated with dashed line assigned to student-pair, Topographic data: SCAN 25 (IGN, 2012). Inset: location of the fieldwork site, (b) photo showing typical limestone outcrops, river terraces and alluvial fans in the area

Table 1. Learning goals of various aspects of a fieldwork and ways to improve these by using GIS methods.

Nr.	Learning outcomes	Current method	New method	Intended benefits	Possible drawbacks
Fieldwork preparation
A1	Explore a research area remotely	Analysis of aerial photographs and analogue topographic maps	Combine traditional method with exploration using Google Earth and QGIS	Students better understand the general geological and geomorphological structure of their fieldwork area
A2	Formulate hypotheses for fieldwork research	Draw map based on aerial photographs	Indicate areas of interest using Google Earth and draw a map using QGIS based on a DEM and satellite image	Students make hypotheses and think about how to evaluate these in the field
A3	Plan a fieldwork	Discuss progress and plans with supervisor in the field	Write, present and discuss a fieldwork plan with a preliminary map, locations to visit and hypotheses based on Google Earth and GIS results	Students know where to go and what to do when they arrive in the field	The plans are quickly superseded by better plans made in the field
During fieldwork
B1	Collect field data systematically and of high quality	Students collect data in fieldbook, geological equipment and GPS	Method in the field remains the same; data is digitized to spreadsheet and GIS system at the end of each day	Students more easily use their collected data, different qualitative aspects of that data and their locations
B2	Understand the spatial pattern of collected data and other data	Students draw paper maps of their data and use printed geological and topographic maps	Students visualize different aspects of their data in combination with existing data (DEM and satellite image) using QGIS	Students are better able to identify spatial patterns in their data and relate these to existing data	Methods could pose a technical obstacle. Students overly use existing data sources at the cost of their own observations. Students have less feeling for the real fieldwork area
B3	Combine and visualize ideas into geological and geomorphological maps	Students draw paper maps of their data and use printed geological and topographic maps	Students make digital maps, and make use of additional sources of data for mapping on top of their collected data	Students draw maps quicker and better as more data sources are used for mapping
B4	Reconstruct the geological history and formation of the landscape	Students write reports based on their maps, observations and topographic profiles	In addition, students make use of elevation data and other data sources. Furthermore, students have hypotheses from the fieldwork plan to reflect on	Students’ interpretation improves as more data sources are used. The research quality improves because students are more guided by hypotheses

Figure 2. Examples of maps made by students in the preparation of their fieldwork (a) elevation map, (b) slope map and (c) false-colour satellite image.

Figure 3. Digital workflow during the fieldwork. (a) Part of an Excel-sheet of students’ observations; (b) example of observation map made by students, showing soil clast size patterns (higher is coarser); (c) students’ digital geomorphological map.

Figure 4. Students’ responses to questions of the pre-fieldwork questionnaire.

Figure 5. Students’ responses to questions asked after the fieldwork, concerning the preparation, grouped by students that did or did not use GIS during the fieldwork.

Note: ** Indicates a significant difference in mean of the two groups at the 99% confidence level.

Figure 6. Categorized responses to open-questions on the most useful parts (left) and possible improvements (right) of the preparatory tutorials.

Figure 7. Students’ responses to questions regarding the fieldwork period, grouped by students that did or did not use GIS during the fieldwork.

Note: ^ Indicates a significant difference in mean of the two groups at the 90% confidence level.

IGN. (2012). SCAN 25 Version 3. Retrieved from http://professionnels.ign.fr/scan25

 Google Scholar