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GIS maps as powerful curriculum artefacts

Fargher, M; (2019) GIS maps as powerful curriculum artefacts. In: Sester, Monika, (ed.) Proceedings of the 29th International Cartographic Conference (ICC 2019) // 2 of 2. Copurnicus Publications: Göttingen, Germany. Green open access

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Abstract

Maps have always been central to high quality geography education. Recent developments in web GIS have opened up new potential for teachers using GIS maps as powerful curriculum artefacts. Curriculum artefacts are resources that have signature meaning for teaching and learning. This paper argues that the use of GIS maps as curriculum artefacts can significantly enhance geography teaching and learning in schools. To illustrate this line of argument, a GIS curriculum artefact constructed in ESRI ArcGIS Online is critically evaluated using Maude’s typology of powerful geography knowledge as an analytical framework. The analysis identifies a number of educational benefits of using GIS maps as curriculum artefacts in school geography via a GeoCapabilities approach. The paper concludes with recommendations for the future geography curriculum development with GIS map artefacts in schools.

Type: Proceedings paper
Title: GIS maps as powerful curriculum artefacts
Event: 29th International Cartographic Conference (ICC 2019), 15–20 July 2019, Tokyo, Japan
Open access status: An open access version is available from UCL Discovery
DOI: 10.5194/ica-proc-2-29-2019
Publisher version: https://icaci.org/icc2019/
Language: English
Additional information: Copyright © Author(s) 2019. This work is distributed under the Creative Commons Attribution 4.0 License.
Keywords: GIS map, curriculum artefact, powerful disciplinary knowledge (PDK), geography education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10078182
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