Developing Problem-Based Learning Pedagogies using Geographic Information Systems in Singapore

Yan Liu (PI), Elisabeth Bui (co-PI), Michael Jacobson, Chang Chew Hung

Email: yan.liu@nie.edu.sg

Geographic Information Systems (GIS) provide a technology and method to analyse and visualise information about the Earth. This technology can be used to provide a learning environment through real world problem-solving to facilitate students’ analytical and reasoning skills in a number of subject areas, including geography, humanities and social studies, Earth and environmental sciences, history, information technologies.

Previously research conducted at NIE provided an insight into the current status of GIS-based education in Singapore. A GIS package called EduGIS was developed and introduced into schools as a teaching and learning aid. Following on from that, the current research endeavours to introduce problem-based learning (PBL) into the secondary school education using GIS technology. Various problem-based activities with a local orientation will be developed which are to be structured in line with the current curriculum in geography. The PBL pedagogies will be implemented in a selected school to observe the performance of students. The main goals are:

• To evaluate the effectiveness of GIS technologies in facilitating PBL;
• To assess students’ learning outcomes through GIS-based PBL activities; and
• To evaluate how the learning of knowledge and skills occurs in PBL using GIS.

To achieve the main goals, the following objectives will be achieved in the order of sequence:

• Develop problem-based learning resources using GIS. These learning resources will integrate knowledge and skills outlined in the new geography syllabus;
• Establish a GIS-based learning environment to implement problem-based learning at selected school/junior college;
• Supervise and observe the behaviours and performances of students in their problem-solving activities; and
• Monitor and analyse students’ performances and learning outcomes and compare their learning outcomes with other students using traditional teaching approach.

Source of Funding: LSL Research Grant

Project Duration: Aug 2006 – July 2008