25 October 2012 GIS4schools: a new approach in GIS education
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Abstract
From a didactic point of view the procurement and the application of modern geographical methods and functions become more and more important. Although the integration of GIS in the classroom is repeatedly demanded, inter alia in Baden-Württemberg, Germany, the number of GIS users is small in comparison to other European countries or the USA. Possible reasons for this could, for instance, lie in the lack of GIS and computer knowledge of the teachers themselves and the subsequent extensive training effort in Desktop-GIS (KERSKI 2000, SCHLEICHER 2004). Today you have the technological possibilities to provide the broad public with geoinformation and geotechnology: Web technologies offer access to web-based, mobile and local applications through simple gateways. The objective of the project “GIS4schools” is to generate a service-based infrastructure, which can be operated via mobile clients as well as via Desktop-GIS or a Browser. Due to the easy availability of the services the focus is in particular on students. This circumstance is a novelty through which a differentiated approach to the implementation of GIS in schools is established. Accordingly, the pilot nature of this project becomes apparent as well as its greater importance beyond its actual content especially for the sector of media development at colleges of education. The continuity from Web-GIS to Desktop-GIS is innovative: The goal is to create an adapted multi-level solution which allows both, an easy introduction if desired or a detailed analysis – either to be achieved with a focus especially on students and their cooperation among one another.
© (2012) COPYRIGHT Society of Photo-Optical Instrumentation Engineers (SPIE). Downloading of the abstract is permitted for personal use only.
Timo Demharter, Ulrich Michel, "GIS4schools: a new approach in GIS education", Proc. SPIE 8538, Earth Resources and Environmental Remote Sensing/GIS Applications III, 85381T (25 October 2012); doi: 10.1117/12.979706; https://doi.org/10.1117/12.979706
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