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Scaffolding Instruction in a University-level GIS Course

Metropolitan Collective, Extended Studies Program at the University of Washington

This article describes action research conducted in a university geographic information systems (GIS) certificate program. This research was employed with the goal of improving students' transfer of GIS/ global positioning systems (GPS) skills to field settings, independent projects, and to future employment. This scaffolded instruction was evaluated by analyzing students' work and their perceptions of the field experience using GPS with GIS. Although GIS and GPS are increasingly used in concert by planners, little instructional research into the integration of these technologies in university urban studies or planning curricula has taken place. The evaluation of the active scaffolded learning field exercise showed that the urban studies and planning students demonstrated mastery and transfer of field-based GIS and GPS data collection and management. The evaluation supports a scaffolded instruction approach in a GIS curriculum, one that engages students and results in positive learning outcomes.

Key Words: scaffolded instruction • active learning • GIS and GPS integration

Journal of Planning Education and Research, Vol. 28, No. 2, 258-262 (2008)
DOI: 10.1177/0739456X08323770


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