Key points are not available for this paper at this time.
Abstract How, where and why GIS is taught has been debated heavily in the geography literature. This article is a contribution to that debate, because it offers a new perspective from which to teach GIS: problem-based learning. In a problem-based learning classroom, theoretical foundations and the real world of problems are understood as constitutive of one another, rather than theory being prioritised over the real world of experience. In this paper, the author describes an introductory-level GIS class in which GIS was taught with a problem-based learning pedagogy. The problem around which the class focused was a proposal to add a new school district in the San Antonio, Texas metropolitan region. This article describes the class, including the nature of the problem and the way GIS skills were sequentially taught and integrated into the analysis of that problem. Keywords: Problem-based learningGISurban fragmentation Acknowledgements The author would like to thank the 2002 meeting of the Geography Faculty Development Alliance, in particular Ken Foote, Sarah Bednarz, Eric Fournier and Mick Healey, who encouraged and inspired new and alternative ways to teach geography. Also, sincere thanks go to the five anonymous reviewers who sparked imagination and interest with their thoughtful comments. Notes 1 In fact, the 2004 project was a community-level assessment of the impact of Habitat for Humanity in the affected neighbourhoods in San Antonio. Habitat for humanity has built over 340 houses in San Antonio, and has been active for over 30 years here.
Christine Drennon (Wed,) studied this question.