BEGIN:VCALENDAR VERSION:2.0 PRODID:-//pretalx//talks.osgeo.org//foss4g-2023-academic-track//JD3YCT BEGIN:VTIMEZONE TZID:CET BEGIN:STANDARD DTSTART:20001029T040000 RRULE:FREQ=YEARLY;BYDAY=-1SU;BYMONTH=10 TZNAME:CET TZOFFSETFROM:+0200 TZOFFSETTO:+0100 END:STANDARD BEGIN:DAYLIGHT DTSTART:20000326T030000 RRULE:FREQ=YEARLY;BYDAY=-1SU;BYMONTH=3 TZNAME:CEST TZOFFSETFROM:+0100 TZOFFSETTO:+0200 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:pretalx-foss4g-2023-academic-track-QCGWEZ@talks.osgeo.org DTSTART;TZID=CET:20230630T150000 DTEND;TZID=CET:20230630T150500 DESCRIPTION:Geographic Information Systems (GIS) has been around for more t han 60 years. It has become a significant part of many scientific discipli nes with a spatial component. In the last decades the educators have been trying to figure out a way\, how to adopt its tools for their own field of study\, the classrooms (Milson et al.\, 2012). Since then\, several studi es of their efforts have been carried out. Thanks to the emergence of open source software and open data\, new opportunities for their visions have unfolded (Petráš\, 2015). Particularly QGIS\, in environments where teac hers do not have access to sufficient funding\, has been lately getting mo re attention. \n\nEducators\, backed up by years of research\, believe tha t by collecting\, displaying and analyzing spatial data\, students can sol ve local problems\, foster and drive their learning process of geography p henomena. After the use of GIS they are supposed to gain digital skills an d extraordinary thinking that can be essential for their future careers an d be motivated to pursue a career in science and engineering (Bednarz\, 20 04). \n\nImplementation of GIS software into high school geography classes is\, however\, a lengthy process that requires a lot of patience and conf idence. A teacher may come across four major obstacles: 1) lack of hardwar e\, software or data\, 2) lack of teacher training and materials\, 3) lack of support for innovations\, and 4) lack of time to learn and teach GIS ( Kerski\, 2003). The biggest issue has come to be the insufficient pre-serv ice and in-service teacher training in geoinformatics and its application. A recent systematic study (Bernhäuserová et al.\, 2022) has concluded t hat the majority of the limits were related to teachers and resources. \n\ nIn our study\, we have tried to create strategies that can lead to the su ccessful adaptation of QGIS tools in high school geography education. To r each out the goal and answer more questions\, we have designed ten lecture s that focus on the basics of QGIS. We drew inspiration from several offic ial QGIS cookbooks and manuals. In each lesson\, we applied a set of the m ost essential tools. For our study\, we chose a qualitative method of desi gn-based research (DBR)\, which focuses on designing study materials\, tes ting them in classes and coming up with a theory (methodic) that can innov ate learning environemnts (Bakker\, 2018). To pilot our ready-to-use lectu res and data\, we have partnered with a 4-year South Moravian high school based in Brno\, Czechia\, which offered us two classes of second and final -year students. The research lasted three months\, during which we taught 12 courses. Older students tried out lectures 1 to 7\, except 6 (1 and 2 a t home) and younger students tried lectures 1 to 3 and 8 to 9. After every class\, students had to fill out a short questionnaire reflecting on thei r feelings and experience. They had to do a set of exercises for each lect ure as homework and turn it in along with the finished maps. At the end of each trial\, the groups were tested on their knowledge. Based on the obse rvation that was carried each class\, three categories according to the st udents' experience were drown out: ones that had no problem following the lecturer´s instructions\, ones that often faced problems and those that w orked individually. Students were asked to identify with one of them and t hen asked to participate in a voluntary interview\, in which their experie nce would be discussed. \n\nDuring both trials\, students had to bring the ir own computers\, which for some\, caused several issues\, from failed in stallations to technical complications during each lecture. The large numb er of students in each class (app. 30) also proved that the lecturer canno t assist every student in such conditions. Students chose different approa ches and strategies. Most of them wanted to finish the task and faced no p roblems. A much smaller amount focused on understanding and worked individ ually. Only a few played with the program and found interest in it. In eac h group\, only one student had previous experience with QGIS. However\, mo st of the students understood every lecture\, and found its content enjoya ble\, and in the test\, they have proven to learn the basics of the progra m. If it would be up to them\, they would implement GIS in the geography c urriculum\, change the tempo of the lectures (to progress more slowly) and divide them into smaller groups\, which would benefit both parties. The o lder students were less motivated to participate\; they were used to class es that were more passive and did to have enough free time to focus on any thing except their graduation exam. Younger students were easier to motiva te\; more of them were interested in geography and had more time for homew ork. Both groups have produced unique maps\, which display their gradually gained cartography skills and knowledge. They advise anyone interested in learning QGIS to have enough patience\, gather good learning materials (r eferring to the ones we made) and work on a computer they know very well. DTSTAMP:20260413T213307Z LOCATION:UBT E / N209 - Floor 3 SUMMARY:Adaptation of QGIS tools in high school geography education - Jakub Trojan URL:https://talks.osgeo.org/foss4g-2023-academic-track/talk/QCGWEZ/ END:VEVENT END:VCALENDAR