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Original Research
A learner perspective on the implementation of Geographic Information Systems in selected schools in KwaZulu-Natal province
The Journal for Transdisciplinary Research in Southern Africa | Vol 16, No 1 | a752 |
DOI: https://doi.org/10.4102/td.v16i1.752
| © 2020 Thabile A. Zondi, Kudzayi S. Tarisayi
| This work is licensed under CC Attribution 4.0
Submitted: 20 August 2019 | Published: 14 May 2020
Submitted: 20 August 2019 | Published: 14 May 2020
About the author(s)
Thabile A. Zondi, Geography Education, School of Education, University of Kwazulu-Natal, Durban, South AfricaKudzayi S. Tarisayi, Geography Education, School of Education, University of Kwazulu-Natal, Durban, South Africa
Abstract
Contemporary literature reveals a plethora of studies on the implementation of Geographic Information System (GIS) in South Africa. However, these studies provide an educator’s perspective while neglecting the learner’s perspective, which is provided in this study. The researchers used a qualitative collective case study in the interpretivist paradigm. A purposive sample of five schools and 50 grade 12 learners was used in this study. The data were generated using observations, five focus group discussions and 10 interviews. This study established that the learners lacked fundamental knowledge of GIS and that GIS was not being properly taught.
Keywords
Geographic Information Systems; learners’ perspective; KwaZulu-Natal; educators’ perspectives.
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Crossref Citations
1. Evaluating the Implementation and Effectiveness of Inquiry-based Learning to Teaching Paper-based GIS in Secondary Schools
Thulasizwe Fredrick Mkhize, Zanele Heavy-Girl Dube-Xaba, Thabile Aretha Zondi
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