Abstract:

Geographic information systems (GIS) consist of technological tools with a high potential for the visualization and analysis of a great variety of phenomena that are complex to represent. They are part of information and communication technologies (ICT), and their learning therefore contributes to "technological literacy" and the need to train citizens in new technologies as a means to achieve greater integration in this scientific and technological world in which we live. They have become valuable tools because of their great potential and their power of application in countless areas, even in the educational field, although in most cases it has been used at the university level. This research analyzes whether geographic information systems are able to provide benefits or added value to the teaching and learning process at the levels of compulsory secondary education and high school. The fundamental objective of this research work is to determine if it is currently possible to use geographic information systems as a didactic tool in the secondary and high school classrooms, analyzing the different factors and conditions, as well as assessing the contribution of this technology to the process of teaching and learning of science. The methodology is based on a series of questions about what the possibilities of using GIS would be in these educational stages, as well as analyzing the problems that could limit its use. The data collection instruments have been the collection of information through curriculum studies, questionnaires, interviews with teachers and students. The results show that it improves students' motivation for science, favoring scientific literacy, and helps contextualize the learning of scientific content from the search for solutions to authentic problems through a more participatory methodology using inquiry teaching in the classroom. GIS have many potentialities that contribute to the achievement of basic and objective competences in both secondary and high school education. These can contribute very positively to the improvement of the teaching and learning process of the sciences since by means of its use, it makes the classes more motivating for the students. The GIS favor research strategies in the classrooms, but it requires the involvement of the teaching staff, of a good planning and design of the proposed activities with this technology.

Keywords:

Science education, secondary education, ICT, learning experiences.