Traditional Teaching And Learning Methodology In Geography Education

INTRODUCTION

The use of modern different methods to teach geography is a remarkable trend of progressive pedagogy in the education system (Sui, 1995). In Zimbabwe, existing research reviews and discusses traditional teaching and learning methods in geography but the use of GIS as a teaching and learning method has not been piloted in secondary school geography education (Kerski, 2003). The traditional teaching and learning methods of geography are well established in secondary schools with education reformers calling for the use of other methods that are student- centered, enquiry driven and progressive.

Although several studies of the use of GIS as a teaching and learning methodology in geography education show its potential to equip learners with spatial analysis skills, this methodology has to be tested in the Zimbabwean context of the education system (Berdnarz, 2004 & Singh, 2013).

The use of GIS as a teaching method is fast taking center stage in developed countries’ secondary school geography education while developing countries like Zimbabwe are taking very slow paces to include it in the education system. In Zimbabwean secondary school geography curricula it is noted as an important teaching method and not as a requirement. Thus a gap exists as to whether the use GIS as a teaching method in geography education in Zimbabwean secondary schools can be implemented.

ABSTRACT

The study is going to pilot the use of GIS as a teaching and learning method in Zimbabwe’s