THE USE OF GEOGRAPHICAL INFORMATION SYSTEMS (GIS) TO TEACH SCIENCES IN SECONDARY EDUCATION

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 can therefore contribute to technological and scientific literacy, in the face of the demand to train citizens in new technologies and in scientific knowledge as a means to achieve greater integration in the current world in which we live. GIS have become very useful tools because of their potential and their power of application in different areas, including in education, in most cases until now it has been used at the university level. In this research, it is analyzed if the geographic information systems can be used also in secondary and high school education levels making use of it in subjects such as science and technology and improving teaching and learning processes. 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 sciences. The methodology is based on a series of questions to assess the possibilities of using GIS in these educational stages, as well as to analyze 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 the application of this resource improves student motivation for science, favoring scientific literacy, and contextualization in the learning of scientific content from the search for solutions to real problems through a more participatory methodology using the teaching by inquiry in the classroom. GIS have many potentialities that contribute to the achievement of basic competencies and objectives 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 and practical 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.