What does this research mean for the field?

A purposefully designed educational intervention integrating GIS technology supports preservice science teachers in developing professional digital competence and designing digital teaching content with clear pedagogical intent. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To evaluate how iterative integration of GIS technology into a science methodology course fosters preservice science teachers' professional digital competence.

August 29, 2026Journal of Science Teacher EducationOpen Access

Integrating GIS Technology into Science Teacher Education: A Design-Based Research Study on Preservice Science Teachers’ Professional Digital Competence

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Authors

ZKZerrin Doğança KüçükNational University of Ireland, Maynooth ARAngela RickardNational University of Ireland, Maynooth HCHelen CullenNational University of Ireland, Maynooth

Discussion

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Implication

Design-based research demonstrates enhanced digital competence from GIS integration in preservice science teachers, highlighting the value of pedagogically aligned technology instruction.

Key Points

To evaluate how iterative integration of GIS technology into a science methodology course fosters preservice science teachers' professional digital competence.
Conducted a five-year iterative design-based research intervention integrating ArcGIS technology into a third-year science methodology course.
Assessed the final iteration using the PEAT (Pedagogical, Ethical, Attitudinal, and Technical) framework through qualitative individual interviews (N=4 female preservice teachers) and collaborative group project artifacts.
Preservice teachers transitioned from viewing ArcGIS as a presentation tool to designing interactive StoryMaps with distinct pedagogical intent, particularly for sustainability and biological sciences.
Qualitative feedback highlighted substantial barriers to classroom integration, notably instructional time constraints and unequal school-based technological access.

Cite This Study

Küçük et al. (2026) studied this question.

synapsesocial.com/papers/6a9298d38e5d7d1fc0c109ed https://doi.org/10.1080/1046560x.2026.2709310

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Implication

Design-based research demonstrates enhanced digital competence from GIS integration in preservice science teachers, highlighting the value of pedagogically aligned technology instruction.

Integrating GIS Technology into Science Teacher Education: A Design-Based Research Study on Preservice Science Teachers’ Professional Digital Competence

Discussion

Member takes

Implication

Key Points

Cite This Study

Integrating GIS Technology into Science Teacher Education: A Design-Based Research Study on Preservice Science Teachers’ Professional Digital Competence

Discussion

Member takes

Implication

Key Points

Cite This Study

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