Center for STEM Learning

GGeography has always played a pivotal role in the  development of scientific thought. Alfred Russell Wallace (1885), recognizing the spatial proximities of related species, concluded that “Every species has come into existence closely coincident both in space and time with a pre-existing closely allied species,” bringing to light one of the most basic phenomenon of nature, biologic evolution.

Despite nearly 20 years of intensive investment by higher education, industry, primary and secondary teachers, youth and community leaders, government agencies, and non-profits organizations in geographic information systems (GIS) in education around the world, a GIS education research agenda has yet to be developed. This paper provides a rationale and a broad background for a GIS education research agenda and describes what that agenda should include. This agenda identifies research progress made in: student learning and outcomes instructor professional development technical development, to identify where major gaps still exist. In so doing, it is hoped that this agenda will serve as a focal point of communication for the GIS education research community and encourage additional and deeper research into these and related

The "Geospatial Instructional Interaction Complexity" score orders the complexity of common instructional tasks with ArcGIS Online. It is intended to provide a relative weighting of tasks during the delivery of instructional materials by mainstream (non-GIS) teachers during direct instruction with an ArcGIS Online map.<br>

The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Despite nearly 20 years of intensive investment by higher education, industry, primary and secondary teachers, youth and community leaders, government agencies, and non-profits organizations in Geographic Information Systems (GIS) in education around the world, a GIS education research agenda has yet to be developed. This paper provides a rationale and a broad background for a GIS education research agenda and describes what that agenda should include. This agenda identifies research progress made in: student learning and outcomes instructor professional development technical development, to identify where major gaps still exist. In so doing, it is hoped that this agenda will serve as a focal point of communication for the GIS education research community and encourage additional and deeper research into these and related topics so that future directions in GIS education will have a sound research base on which to build.