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Using geographic information system ...

Shin, Eui-kyung.

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Using geographic information system to enhance elementary students' understanding of geography and history: A case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using geographic information system to enhance elementary students' understanding of geography and history: A case study./
作者:	Shin, Eui-kyung.
面頁冊數:	255 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2441.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3098703

Using geographic information system to enhance elementary students' understanding of geography and history: A case study.
Shin, Eui-kyung.

Using geographic information system to enhance elementary students' understanding of geography and history: A case study. - 255 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2441.

Thesis (Ph.D.)--University of South Carolina, 2003.

The purpose of this study was to determine if Geographic Information System (GIS) could be used as an effective tool to enhance fourth grade students' understanding in geography and history. Research Questions that guided the study were: (1) How does the use of GIS technology in a module affect students' geographical and historical understanding? (2) What is the teacher's role while using the GIS module for instruction in the classroom? (3) What are the advantages of and obstacles to using a GIS module in a fourth grade classroom?Subjects--Topical Terms:

1019148
Education, Social Sciences.

Using geographic information system to enhance elementary students' understanding of geography and history: A case study.
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245 1 0 $a Using geographic information system to enhance elementary students' understanding of geography and history: A case study.
300 $a 255 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2441.
500 $a Director: Jane J. White.
502 $a Thesis (Ph.D.)--University of South Carolina, 2003.
520 $a The purpose of this study was to determine if Geographic Information System (GIS) could be used as an effective tool to enhance fourth grade students' understanding in geography and history. Research Questions that guided the study were: (1) How does the use of GIS technology in a module affect students' geographical and historical understanding? (2) What is the teacher's role while using the GIS module for instruction in the classroom? (3) What are the advantages of and obstacles to using a GIS module in a fourth grade classroom?
520 $a The study identified eight indicators of how the students built their understanding of geography and history. The eight indicators are; making connections, comparing and contrasting, applying, analyzing, evaluating, generalizing, seeing the big pictures of places and using map skills.
520 $a The research also found that the students' understanding of geography and history occurred in a holistic way. The study found that the students used other skills more often in certain activities and used some specific skills throughout the instructional period. The students seemed to use those skills more frequently and meaningfully when they were asked to describe their explanations.
520 $a During the process of learning, there were certain elements that facilitated the construction of students' understanding of geography and history. These facilitating elements are the students' personal interest, peer interaction and enrichment material.
520 $a The study also found that, in using the GIS module in the classroom, the teacher reorganized and reconstructed the curriculum and carefully observed and/or listened to the students' responses in order to redirect the students' thinking or encouraged the students.
520 $a From the teacher's point of view, the biggest challenge in using GIS in the classroom was managing the class and time allocation. Demands from the school system were other challenges the teacher faced. The study also found that, unlike adults, the students were not frustrated by technical glitches. For the students, they considered them to be natural occurrence with the computer activity and easily overcome them.
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