Abstrakt
The potential of geographic information systems (GIS) for geography education and geography as a discipline is found as a very significant. Previous research showed that teaching with GIS can help students foster many (not only geographic) skills.
Specifically, thanks to teaching with GIS, students can learn how to acquire, process, analyze, evaluate, and present spatial information and thereby develop their spatial thinking (Bednarz, Schee 2006; Jo et al. 2016). Moreover, GIS enables teachers to prepare cognitively more challenging and more interesting tasks for students (Jo et al. 2016).
Despite GIS advantages, its implementation to schools is still rather sporadic. This poster, therefore, presents the results of the conducted systematic review of empirical studies that focused on the issue of GIS implementation to education.
Given the generally insufficient use of GIS, the main aim of the systematic review was to identify the most important limits of GIS implementation. The systematic review was performed according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyzes) methodology.
PRISMA is a systematic explicit method for identifying, evaluating, and synthesizing relevant results (Moher et al. 2009). Given the focus of this review, databases Web of Science, Scopus, and ERIC were chosen for searching relevant peer-reviewed articles published in English.