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“GIS works!”—But why, how, and for whom? Findings from a systematic review

Schulze, UweORCIDiD
DOI: https://doi.org/10.1111/tgis.12704
Schulze, Uwe, 2020: “GIS works!”—But why, how, and for whom? Findings from a systematic review. In: Transactions in GIS, DOI 10.1111/tgis.12704.
 
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  • Abstract
Abstract This article presents the findings from systematically reviewing 26 empirical research studies published from 2005 to 2014 on the use of GIS for learning and teaching. By employing methods of narrative synthesis and qualitative content analysis, the study gives evidence about the state of knowledge of competence‐based GIS education. The results explain what factors and variables effect GIS learning in terms of technology use, major subject contents, learning contexts, and didactic and pedagogical aspects. They also show what facets of knowledge, process skills, and affect the research literature has investigated. The analysis of the type and quality of the methods used indicates that current GIS education research is a heterogeneous field that needs a systematic research framework for future efforts, according to empirical education research.
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  • Geographie [211]
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GIS
This is an open access article under the terms of the Creative Commons Attribution‐NonCommercial‐NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.

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