GIS Enabled PBL Pedagogy: the Effects on Students’ Learning in the Classroom

Yan Li*, Kumar Laxman**
* National Institute of Education, Nanyang Technological University, Singapore
** Centre for Educational Development, Nanyang Technological University, Singapore.
Periodicity:September - November'2009


In efforts aimed at acquainting learners with ‘how to learn’ skills rather than static content knowledge, more student-centric instructional approaches are being increasingly adopted in informing curriculum design and delivery. Technology-rich problem solving environments offer great promise in scaffolding and facilitating student-centred learning. Geographic information system is one powerful technology that enables learners to become proficient spatial problem solvers, analytical users of geographic information and expert decision makers. This paper investigates the pedagogical benefits of GIS in influencing students’ problem solving performances in Singapore. Data was collected by administering a likert-scale based questionnaire constructed specifically for this study and analysed using statistical method. Students participated in this research highlighted many of the instructional strengths of GIS that enabled them to become competent problem solvers and self-directed learners. They also pointed out some of the challenges which educators need to bear in mind in the development and enactment of GIS enabled pedagogy.


Geographic Information systems (GIS), Educational Technology, Problem-Based Learning.

How to Cite this Article?

Yan Li and Dr. Kumar Laxman (2009). GIS Enabled PBL Pedagogy: the Effects on Students’ Learning in the Classroom. i-manager’s Journal on School Educational Technology. 5(2), 15-27.


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