Strategies for cultivating powerful knowledge using geospatial technologies at the secondary education level

Bibliographic Data

ID21322003
AuthorsMinsung Kim (0000-0002-1984-5084, Seoul National University, corresponding author)
Year2024
Volume109
Issue3
Pages116-126
Publication date2024-09-01
Open AccessNo
TypeARTICLE
VenueGeography (JOURNAL)
Journal identifiersISSN: 0016-7487 • E-ISSN: 2043-6564
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00167487.2024.2395174
OpenAlexW4403033037
LanguageEN
References cited40

The purpose of this study is to develop geospatial technology-based teaching and learning strategies for cultivating powerful knowledge in geography. Utilising the theoretical framework of the five types of powerful geographical knowledge proposed by Maude (2016; 2018), strategies were designed to enhance each type of knowledge. The learning modules developed for secondary school students in South Korea include exploring land cover change using ESRI StoryMaps, presenting emotional geographies as heat maps, and visualising population density via dasymetric mapping. This article presents practical teaching and learning tactics for promoting powerful knowledge based on geospatial technologies. In the context of a growing interest in the educational implications of powerful knowledge, this study proposes ways in which geography education can make a substantive contribution and play a significant role in enhancing the relevance of the subject within the curriculum

Data science · Geography · Geospatial analysis · Knowledge management · Remote sensing · Computer Science · Geography Education and Pedagogy

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