文章基本信息

标题：Can GIS Foster Conscious and Critical Learning in Geography? An Application from Students to a Real Case Included in the National Strategy for Inner Areas: Monti Dauni, Apulia (Italy)
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作者：Marilena Labianca
期刊名称：Sustainability
印刷版ISSN：2071-1050
出版年度：2021
卷号：13
期号：16
页码：9246
DOI：10.3390/su13169246
语种：English
出版社：MDPI, Open Access Journal
摘要：Digital technologies, the use of which has progressively increased over the last few years, could represent key tools in learning and active citizenship in development processes. In this sense, Geographical Information Systems (GIS) have gradually become an integral part of various disciplines and sectors. Even if the relevance and diffusion of GIS in the educational and pedagogical fields are increasing, their potential is still under-explored in the development of empowerment for participatory planning. Regarding the combination of geographical education and information technologies applied to the territories, the contribution they offer to the Sustainable Development Goals (SDG) is a question which remains little-investigated, and which represents both an innovative field of experimentation and significant opportunities, especially for marginal, inner areas. However, recent reforms, in particular in Italy, are considerably reducing the role of geography in the curricula, which is paradoxical for such complex contexts and the understanding of major global issues. The risk is that of producing a gap between the functional use of the tools and the capacity for their critical application. This paper aims to reflect on the integration of Geography and GIS through teaching experimentation, as applied to a real case study in the Apulia region (Monti Dauni Area) under the national strategy for inner areas, in order to understand how to use GIS as an active tool in education for sustainability, the awareness of the value of local resources, and active citizenship.