Teaching geographic information systems in South African geography classrooms, using problem-based learning

Abstract

A revision of the national curriculum (from Grade R to Grade 12) when South Africa became a democracy in 1994 eventually saw the introduction of Geographic Information Systems (GIS) into the Geography Curriculum and Assessment Policy Statement (CAPS) in 2012. South Africa is one of the few countries that teaches GIS in the Secondary School Curriculum. Some teachers in South Africa have used GIS to teach geography more effectively. Nevertheless, the matriculation results for geography remain low, particularly in the section of the national school leaving exam where questions are solely based on GIS. This study investigated the current methods of GIS instruction in Grade 11 (17-year-old learners) South African Geography classrooms and why these teaching methods are proving ineffective. Furthermore, a Problem-Based Learning (PBL) approach was explored to indicate its ability to develop the skills prescribed by CAPS, to teach 21st-century skills, and to grow learners’ understanding of why GIS brings great value to understanding the environment through Geography. An evaluation of how PBL can be implemented in the classroom, along with how it allows for interaction with practical GIS, thus enhancing learners’ ability to understand the application of theoretical GIS concepts in Geography, is expounded.