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During the 1980s a revolutionary type of computer software called Geographic Information Systems (GIS) was developed for integrating environmental data bases with automated map makers. Educational applications of GIS are presently gaining serious attention, and promise to impact US classrooms of tomorrow. Because technophiles focus initially on hardware and software issues, the expansion of educational technologies tends to outpace the associated knowledge base concerning learning and teaching. The emerging consensus is that systematic investigations of how technological innovations can support learning should precede the adoption of new educational practices. This study compared expert/novice-based problem-solving behaviors with a GIS program called ArcView. GIS problem-solving strategies described during reflective think-aloud sessions were evaluated through naturalistic research methods and were analyzed for the occurrence of thematic elements. Three GIS problem-solving typologies were identified. Experts relied on logical formulations to query the data base. Among the novice population, trial-and-error methods and midlevel cognitive strategies that relied on spatial analyses were most prevalent. As novices progressed through the problem set, higher-level cognitive operations were used more frequently. The findings suggest the importance of additional cognitive studies and classroom evaluations of various instructional models prior to the wholesale introduction of GIS technology into high school classrooms. © 1996 John Wiley & Sons, Inc.
Audet et al. (Mon,) studied this question.