Considerations of how to study learning processes when students use GIS as an instrument for developing spatial thinking skills

Within the last 30 years, geographical information systems (GIS) have been introduced and integrated into the curricula of geographers in many countries. Different types and levels of GIS courses have been included in a wide number of geography university curricula and at various levels of lower and upper secondary schools. Today, GIS can be said to be an important part of the training of geographers and an integrated part of thinking about geography in the wider public sphere (Catling & Taylor, 2007). There are many challenges involved in including GIS in the geography curricula at

different educational levels; for example the technical impediments that stem from the complexity of software, the lack of experienced teachers and unclear curriculum demands (Lloyd, 2001; Rød et al., 2010). Different examples have been given on how to integrate GIS in relation to specific geography subjects such as heritage landscapes (SummerbyMurray, 2001), different teaching methods such as problem-based learning (Drennon, 2005), self-learning modules (Zerger et al., 2002) and the use of a multimedia classroom (Deadman et al., 2000).