THE SAND OR THE BEACH? QUESTIONS OF SCALE IN GIS EXERCISES FOR COASTAL GEOGRAPHY

Recent emphases on inquiry-based learning, critical thinking, and experiential learning across college curricula have enhanced opportunities to use geographic information systems (GIS) as an educational tool, as well as a means to introduce students in non-geoscience disciplines to spatial concepts. As part of a broader plan to implement GIS exercises in all Geography courses, both for majors and in the general education curriculum, a new course in Coastal and Marine Geography, designed to serve students in multiple disciplines, was used as a test case.

In creating GIS exercises to be used for this course, the question of spatial scale became a relevant issue. What elements, analyzing what spatial scales, are necessary in such GIS exercises to promote inquiry-based learning and critical thinking? From what spatial scales should the data for these exercises come? Will data from field-based inquiry (e.g. “go out to the beach and collect sediment samples”) be relevant? Or must larger spatial scales be utilized (e.g. analyzing digital imagery of barrier islands)? Can data at small spatial and temporal scales, collected by the students themselves, provide enough information to lead them to understand broader scale spatial concepts?

Attempts at creating these exercises are analyzed regarding their benefits to students and their efficacy in promoting learning outcomes. Recommendations are made for developing exercises that can be used as a template for other courses.