An inquiry-based learning framework for teaching Geographic Information Systems in a rural ecology=izindlela zolwazi zezomhlaba zokufunda ngenhlaliswanobudlelwane yasemaphandleni.

Abstract

This study explored the use of an Inquiry-based learning framework for teaching Geographic Information Systems (GIS) in a rural learning ecology. This qualitative study was premised on the transformative paradigm. Using Participatory Action Research, 17 stakeholders shared their experiences of teaching and learning of GIS. Critical Emancipatory Research (CER) was used to frame this study and it allowed for the formation of a reciprocal relationship amongst the co-researchers. Data was generated through conversations with a purpose, focus group discussions, reflective journals and classroom observations. Thematic analysis was used to analyse data for this study. The study identified four major impediments to the teaching of GIS in the particular context: lack of formal GIS training, traditional teaching approaches, inadequate resources, and a negative teacher attitude towards GIS. It was noted from these findings that there was a training gap and consequently, the co-researchers and I participated in training workshops focused on GIS content knowledge and pedagogy. An Inquiry-based framework was integrated into the training workshops and as a result of these workshops, the co-researchers started exhibiting a positive attitude towards GIS. Central to the findings in this study was the importance of communicative action and the collaboration of different stakeholders in addressing educational challenges. To conclude, based on the findings from this study an Inquiry-based learning framework is recommended for teaching GIS in a rural learning ecology.

Iqoqa

Lolu cwaningo luphenye ukusetshenziswa kohlaka lokufunda oluhlose ukuthola okuthile ekufundiseni Izindlela Zolwazi lwezoMhlaba, i-Geographic Information Systems (GIS) esayensini yenhlaliswanobudlelwane yasemaphandleni. Lolu cwaningo lobunjalo botho lwesekelwe kuhlelomqondo lwenguquko. Ukusebenzisa Ucwaningo Lokuhlanganyela Ngokwenza, ababambiqhaza abaqavile abayi-17 babelane ngolwazi lwabo ukufundisa nokufunda i-GIS. Ucwaningo oluhlaziya ngenhloso yokuthola okuthile, i-Critical Emancipatory Research (CER) lusetshenzisiwe ukweseka lolu cwaningo futhi luvumele ukudaleka kobudlelwane obunikezelanayo phakathi kwababambiqhaza abasebenzisanayo. Imininingo yaqoqwa ngezingxoxo ngenhloso, izingxoxo neqoqo elicwaningwayo, amajenali okuninga kanye nokubukela okwenzeka emaklasini. Ukuhlaziyo okunzulu kwasetshenziswa ukuhlaziya imininingo yalolu cwaningo. Lolu cwaningo luveze izingqinamba ezine ekufundiseni kwe-GIS esimweni esithile; ukuswelakala koqeqesho lwe-GIS kwesinye isimo, izindlela ezejwayelekile zokufundisa, ukungabi khona ngokuphelele kwezinsiza, kanye nesimomqondo sokubukela phansi kothisha i-GIS. Kwaqapheleka kulokho okutholakele ukuthi kunegebe loqeqesho nokwaba nomthelela wokuthi ababambiqhaza ababambisene kanye nomcwaningi bahlanganyele emisebenzini yokuqeqesha egxile olwazini lwe-GIS kanye nendlelakufundisa. Uhlaka oluhlose ukuthola ulwazi lwahlanganiswa nemisebenzi yokuqeqesha futhi kwase kuthi imiphumela yalemisebenzi yokuqeqesha, ababambiqhaza abasebenzisanayo baqala ukubonakalisa izimomqondo ezinhle kwi-GIS. Okusemqoka kokwatholakala kulolu cwaningo kwaba ukubaluleka kwesenzo sokuxhumana kanye nokusebenzisana kwababambiqhaza abasemqoka ukubhekana nezingqinamba zezemfundo. Ukuphetha, kuncike kokutholakele kulolu cwaningo, uhlaka lokufunda oluhlose ukuthola okuthile lwaphakanyiswa ukufundisa i-GIS esayensini yenhlaliswanobudlelwano yasemaphandleni.