Urban geography education and geospatial technologies: storymaps for participatory design learning
DOI:
https://doi.org/10.3989/estgeogr.1226Keywords:
spatial thinking, story map, geospatial citzen science, spatial citizenship, participatory designAbstract
Participatory design is defined as “a democratic process of lifelong learning, in which participants acquire knowledge about themselves, but also about the values and opinions of other participants” (Giaoutzi and Stratigea, 2011). The methodology uses a quasi-experimental design to assess competencies (spatial, civic and digital thinking) before and after the intervention in the same subjects. Student’s t-test is applied for samples matched with SPSS to determine if there are significant differences between pre- and post-intervention. The size of the effect is measured with Cohen’s d. The sample is two hundred and forty-five students between the ages of 14 and 15 years of 3rd year of Secondary Education in Spain. This Student’s t-test shows a significant increase in the acquisition of the competencies assessed, with a large effect size according to Cohen’s d. This study shows that the intervention based on participatory design, with the use of geotechnologies and story maps, significantly improves the acquisition and development of competencies in Geography students at this educational level. The results validate the hypothesis that participatory design enhances the use of geotechnologies and story maps in teaching-learning processes.
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Erasmus+
Grant numbers 2020-1-FR01-KA201-079871
