ABSTRACT
Department of Science Education, University of Copenhagen, Østre Voldgade, Copenhagen K DK, Denmark
In the research of GIS in higher education, we have within the last 30 years and with good reasons been occupied with finding and exploring new and innovative ways of promoting and teaching GIS. Learning with GIS can provide students with spatial thinking skills, giving them a tool for geographical analysis and enabling them to be critical citizens. Quite a number of papers on these issues have been published with different foci on, for example, teaching methods, learning outcomes, and interacting with communities (e.g., Barcus & Muehlenhaus, 2010; Demirci, 2011; Elwood, 2009; Lee & Bednarz, 2009; Madsen & Nielsen, 2013; Rød, Larsen, & Nilsen, 2010; Unwin, Foote, Tate, & DiBiase, 2011).
