Staged development of GIS competence across secondary grades

Design · All designs
Evidence · no claims cited

Description

The article proposes a two-stage model for forming GIS competence. The first stage, in grades 6-7, covers initial acquaintance with the atlas and basic techniques of working with electronic information. The second stage, in grades 8-9 studying 'Geography of Kazakhstan', adds digital overlay of map layers, preparation of territory descriptions, statistical data analysis, and construction of students' own thematic maps.

Design Implications

Context

Requirements

• Progressive availability of atlas-based tasks aligned with the geography curriculum across grade levels

Constraints

• Stages are tied to the Kazakhstan geography course structure (initial course grades 6-7; 'Geography of Kazakhstan' grades 8-9)

Target Learners

• Students in grades 6-9

Learning Goals

• Progressive GIS competence
• Thematic map construction
• Spatial data analysis

Claims

Related Designs

• Geoinformation (GIS) competence as a learnable learner characteristic
• GIS-based instruction unit built in ArcGIS 10.0 for the topic 'The Distribution of the Forests and Wildlife in the World'

Examples

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Key Sources

• Damekova, S. K., Zharkinbekova, T. N., Turtkarayeva, G. B., Han, S. I., & Damekova, O. Z. (2016). Electronic School Atlas as an Innovative Means of Development of Geographic Education in Kazakhstan Schools. International Journal of Environmental & Science Education, 11(18), 12668-12679.

Page metadata

Field	Value
type	design
id	staged-gis-competence-formation
title	Staged development of GIS competence across secondary grades
description	The article proposes a two-stage model for forming GIS competence.
status	review
generated	by process:settle-candidates on 2026-11-02
trust	unverified — no one has confirmed this page's content
sources	1 — damekova-2016

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