Senior High School Students’ Perceptions and Attitudes toward the Use of Google Maps as Instructional Tool in Earth Science
Main Article Content
Keywords
Earth science, Google Maps, online maps, senior high school, teaching
Abstract
This study investigated the use of Google Maps as an instructional tool in Earth Science. A conveniently sampled senior high school class (n=34) participated in a formative online Google Map activity. The students inferred the location of landforms usually associated with faults using the Terrain view of Google Maps during the pre-lecture and intervention phase. A short lecture explaining how these land features can possibly be deduced using Google Maps followed. After the lecture, the students re-observed the maps with Google Maps, reexamined their previous answers and modified them, if necessary. After the activity, the students answered a self-evaluation form (SEF) which sought to gather their insights regarding the use of Google Maps in their Earth science class. The results revealed that the majority of the respondents expressed positive attitudes toward using Google Maps in classroom learning. They have had meaningful engagement with this online geospatial tool in their lessons in Earth science. However, challenges such as slow internet connection and limited exposure and practice were also noted by the students. Future researchers may look into the application of Google Maps in other lessons or learning competencies, a wider coverage among schools, and the integration of other geotechnologies in teaching the Earth sciences.
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Jakab, I., Ševčík, M., & Grežo, H. (2017). Model of higher GIS
education. The Electronic Journal of eLearning, 15(3), 220-234.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1146038.pdf
Jo, I., Hong, J.E., & Verma, K. (2016). Facilitating spatial thinking in world geography using Web-based GIS. Journal of Geography in Higher Education, 40(3), 442-459. https://doi.org/10.1080/03098265.2016.1150439
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Bodzin, A.M. (2011). The implementation of a Geospatial Information Technology (GIT)-supported land use change curriculum with urban middle school learners to promote spatial thinking. Journal of Research in Science Teaching, 48(3), 281-300. https://doi.org/10.1002/tea.20409
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Chen, R.F., Lin, C.W., Chen, Y.H., He, T.C., & Fei, L.Y. (2015). Detecting and characterizing active thrust fault and deep-seated landslides in dense forest areas of Southern Taiwan using airborne LiDAR DEM. Remote Sensing, 7(11), 15443-15466. https://doi.org/10.3390/rs71115443
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Delparte, D. M., Richardson, R.T., Eitel, K.B., Matsaw, S. Jr., & Cohn, T. (2016). Promoting geoscience STEM interest in Native American students: GIS, geovisualization and reconceptualizing spatial thinking skills. International Journal of Learning, Teaching and Educational Research, 15(5), 1-15. Retrieved from https://www.ijlter.org/index.php/ijlter/article/viewFile/622/300
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Demirci, A., Karaburun, A., Ünlü, M., & Özey, R. (2011). Using GIS-based projects in learning: students help disabled pedestrians in their school district. European Journal of Geography, 2(2), 48-61. Retrieved from https://www.researchgate.net/publication/293332586_Using_GIS-based_projects_in_learning_Students_help_disabled_pedestrians_in_their_school_district
DepEd. (2013). K to 12 Senior High School Core Curriculum - Earth Science Curriculum Guide. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_Earth-Science-CG.pdf
DepEd. (2016). DepEd Order No. 42, s. 2016: Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Retrieved from https://depedtambayan.org/wp-content/uploads/2019/09/DO_s2016_042.pdf
Dodsworth, E., & Nicholson, A. (2012). Academic uses of Google Earth and Google Maps in a library setting. Information Technology and Libraries, 31(2), 102-117. https://doi.org/10.6017/ital.v31i2.1848
Dotong, C.I., De Castro, E.L., Dolot, J.A., & Prenda, M.T.B. (2016). Barriers for educational technology integration in contemporary classroom environment. Asia Pacific Journal of Education, Arts and Sciences, 3(2), 13-20. Retrieved from http://apjeas.apjmr.com/wp-content/uploads/2016/05/APJEAS-2016.3.2.03.pdf
Dove, J. & Hill, S. (2020 April 1). How to use Google Maps. https://www.digitaltrends.com/mobile/how-to-use-google-maps/
Ferreira, J.M., Soini, T., Kupiainen, R., & Salum, A.C. (2019).What is learning for secondary-school students? Students’ perceptions examined in Brazil and Finland. Social Psychology of Education, 22, 447–470. https://doi.org/10.1007/s11218-019-09479-5
Google. (2018). [Google Maps image showing the Quezon City-Marikina City-Rizal area]. Retrieved from https://www.google.com/maps/@14.6613445,121.0316512,11z/data=!5m1!1e4
Guertin, L. & Neville, S. (2011). Utilizing Google Earth to teach students about global oil spill disasters. Science Activities, 48(1), 1-8. https://doi.org/10.1080/00368121.2010.509375
Hamdanah, H., Rohmat, D., & Setiawan, I. (2020). Google Earth utilization in increasing spatial literacy of high school students. Proceedings of the 2nd International Conference on Elementary Education, 2(1), 436-446. Retrieved from http://proceedings.upi.edu/index.php/icee/article/view/647/562
Henry, P. & Semple, H. (2012). Integrating online GIS into the K–12 curricula: lessons from the development of a collaborative GIS in Michigan. Journal of Geography, 111(1), 3-14. https://doi.org/10.1080/00221341.2011.549237
Huggett, R.J. (2011). Fundamentals of Geomorphology (3rd Ed.). New York: Routledge
Huynh, N.T., & Sharpe, B. (2013). An assessment instrument to measure geospatial thinking expertise. Journal of Geography, 112(1), 3-17. https://doi.org/10.1080/00221341.2012.682227
Jakab, I., Ševčík, M., & Grežo, H. (2017). Model of higher GIS
education. The Electronic Journal of eLearning, 15(3), 220-234.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1146038.pdf
Jo, I., Hong, J.E., & Verma, K. (2016). Facilitating spatial thinking in world geography using Web-based GIS. Journal of Geography in Higher Education, 40(3), 442-459. https://doi.org/10.1080/03098265.2016.1150439
Johnson, N.D., Lang, N.P., & Zophy, K.T. (2011) Overcoming assessment problems in Google Earth-based assignments. Journal of Geoscience Education, 59(3), 99-105. https://doi.org/10.5408/1.3604822
Kang, S.H.K. (2016). Spaced repetition promotes efficient and effective learning: policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12-19. https://doi.org/10.1177/2372732215624708
Kerski, J.J. (2011). Sleepwalking into the future–The case for spatial analysis throughout education. In Learning with GI: Implementing digital earth in education, T. Jekel, A. Koller, K. Donert, and R. Vogler (Eds.), 2–11. Berlin: Wichmann. Retrieved from http://gispoint.de/fileadmin/user_upload/paper_gis_open/537510017.pdf
Lee, M. (2010). A political economic critique of Google Maps and Google Earth. Information, Communication & Society, 13(6), 909-928. https://doi.org/10.1080/13691180903456520
Lee, J., & Bednarz, R. (2012). Components of spatial thinking: evidence from a spatial thinking ability test. Journal of Geography, 111(1), 15-26. https://doi.org/10.1080/00221341.2011.583262
Lee, S. W. Y., Tsai, C. C., Wu, Y. T., Tsai, M. J., Liu, T. C., Hwang, F. K., Lai, C.H., Liang, J.C., Wu, H.C., & Chang, C. Y. (2011). Internet-based science learning: A review of journal publications. International Journal of Science Education, 33(14), 1893–1925. https://doi.org/10.1080/09500693.2010.536998
Liptak, A. (2018 August 5). Google Maps now depicts the Earth as a globe. Retrieved from https://www.theverge.com/2018/8/5/17653122/google-maps-update-mercator-projection-earth-isnt-flat
Mapuranga, B., Musingafi, M.C.C. & Zebron, S. (2015). Students perceptions on factors that affect their academic performance: the case of Great Zimbabwe University (GZU). Journal of Education and Practice, 6(18), 1-5. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079724.pdf
Marra, W.A., van de Grint, L., Alberti, K. & Karssenberg, D. (2017). Using GIS in an Earth Sciences field course for quantitative exploration, data management and digital mapping. Journal of Geography in Higher Education, 41(2), 213-229. https://doi.org/10.1080/03098265.2017.1291587
Merç, A., & Ersoy, A. (2019). The effectiveness of Google Earth in the acquisition of spatial perception ability in social studies courses. International Electronic Journal of Elementary Education, 11(4), 299-307. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/642
Ocampo, D.S. (2014 January 30). The K to 12 Curriculum. Retrieved from http://industry.gov.ph/wp-content/uploads/2015/05/6th-TID-Usec.-Ocampos-Presentation-on-K-to-12.pdf
Pechenkina, E. & Aeschliman, C. (2017). What do students want? Making sense of student preferences in technology-enhanced learning. Contemporary Educational Technology, 8(1), 26-39. Retrieved from https://files.eric.ed.gov/fulltext/EJ1126820.pdf
Putra, W.D.P. & Setyaningrum, W. (2018). The effect of edutainment toward students' interest in learning mathematics. Journal of Physics: Conference Series, 1097. 1-6. https://doi.org/10.1088/1742-6596/1097/1/012120
R.A. 10533. An act enhancing the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education, appropriating funds therefor and for other purposes. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Ratinen, I. & Keinonen, T. (2011). Student-teachers’ use of Google Earth in problem-based geology learning. International Research in Geographical and Environmental Education, 20(4), 345-358. https://doi.org/10.1080/10382046.2011.619811
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Jun 26, 2020
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How to Cite
Landicho, C. J. B. (2020). Senior High School Students’ Perceptions and Attitudes toward the Use of Google Maps as Instructional Tool in Earth Science. The Normal Lights, 14(1). https://doi.org/10.56278/tnl.v14i1.1500
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Research Article
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