ABSTRACT In this study, the impact of inquiry‐based learning techniques supported by geographical information systems on the academic achievement, attitude, and geography literacy of geography class students has been tested. The study, which was conducted with a control group experimental design, used a mixed method consisting of qualitative and quantitative data where 28 of the students participating in the study formed the control group and 27 formed the experimental group. While geography courses were supported with geographic information systems and inquiry‐based learning activities in the experimental group, courses were conducted with the traditional program in the control group. The findings revealed that the academic success levels and attitudes of the students in the experimental group toward geography courses increased significantly compared to the control group. It was also found out that there was no significant difference between the location knowledge skills and critical thinking with geographic knowledge skills of the experimental and control groups. However, the study determined that there was a significant increase in the skills of the experimental group students in terms of understanding human–environment interaction and in their general geography literacy perception levels compared to the control group. Results display that contemporary approaches supported by new technologies are effective in learning and teaching processes from various perspectives. In this context, it is recommended to conduct further studies where new technologies such as geographical information systems are supported by contemporary approaches and to compare the obtained results with the findings of this study. In addition, researchers are urged to conduct similar studies in different disciplines and with different age groups.
Hürsen et al. (Mon,) studied this question.
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