{"id":15788,"date":"2025-03-13T01:38:14","date_gmt":"2025-03-13T01:38:14","guid":{"rendered":"https:\/\/tpack.org\/tpackrefs\/?p=15788"},"modified":"2025-03-13T01:38:15","modified_gmt":"2025-03-13T01:38:15","slug":"15788","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/15788","title":{"rendered":""},"content":{"rendered":"\n

Doering, A. H. (2003). GIS in education: An examination of pedagogy <\/em>(Publication No. 3083268) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations and Theses Global.<\/p>\n\n\n\n

Abstract:<\/p>\n\n\n\n

“The purpose of this study was to develop and research the effectiveness of three
instructional models for geographic information systems (GIS) to be implemented by
university-level instructors within preservice teacher education courses. The instructional models, which were \u201cBasics First\u201d (BF), \u201cStructured Problem Solving\u201d (SPS), and \u201cGuided Generation\u201d (GG), used a theoretical framework based on the Jasper Woodbury
Problem Solving Series from the Cognition and Technology Group at Vanderbilt. The
participants\u2019 abilities to solve an authentic problem using a GIS, their comprehension of
GIS procedural skills, and their field articulation was collected and analyzed. A total of 142 preservice teachers were divided into treatments to receive the GIS instruction. The participants\u2019 abilities to solve problems with a GIS and their GIS procedural skills were collected immediately after instruction and two weeks later. In addition to the exams, five participants from each treatment were interviewed to better understand their GIS learning and likelihood of future GIS integration.<\/p>\n\n\n\n

Results showed no significant differences between participants based on the
instruction they received after completing the immediate cognitive engagement posttest
exam. However, the delayed posttest exam given two weeks later, participants who
received the BF and SPS instruction performed significantly better than the control group
and GG participants. BF and SPS treatments also performed significantly better than the
control group and GG participants on the delayed procedural knowledge posttest.
Interviews revealed participants who received the BF instruction might have
performed significantly better because they had access to an instructor at all times when learning the GIS content prior to the exams. Furthermore, participants who received the
SPS instruction may have performed significantly better because they had access to
videos and structured practice questions where they could see the application of their
skills.<\/p>\n\n\n\n

Interviews showed that participants in the control group and GG treatment were
frustrated with their instruction, as they could not apply their newly learned skills. The control group and GG participants not only performed significantly worse, but they spent a significantly less amount of time completing the second exam because they gave up. Lastly, field articulation had no significant impact on GIS learning.”<\/p>\n","protected":false},"excerpt":{"rendered":"

Doering, A. H. (2003). GIS in education: An examination of pedagogy (Publication No. 3083268) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations and Theses Global. Abstract: “The purpose of this study was to develop and research the effectiveness of threeinstructional models for geographic information systems (GIS) to be implemented byuniversity-level instructors…<\/p>\n

Continue reading<\/span><\/a><\/div>\n","protected":false},"author":4,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2,4,14,7],"tags":[475,704,778,1040,1962],"coauthors":[2300],"class_list":["post-15788","post","type-post","status-publish","format-standard","hentry","category-form-of-publication","category-type-of-publication","category-empirical-research","category-dissertation","tag-gis","tag-problem-solving","tag-higher-education-faculty","tag-preservice-teacher-education","tag-instructional-models","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/15788","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=15788"}],"version-history":[{"count":1,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/15788\/revisions"}],"predecessor-version":[{"id":15789,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/15788\/revisions\/15789"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=15788"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=15788"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=15788"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=15788"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}