DEVELOPMENT OF METHODOLOGY FOR GIS ASSIGNMENTS IN FLOOD MAPPING USING BLOOM’S TAXONOMY AND SCAFFOLDING APPROACH
DOI:
https://doi.org/10.37943/21ZZUB3172Keywords:
Bloom’s Taxonomy, GIS Education, Scaffolding Approach, Flood Mapping, Geospatial Analysis, Technical Skill Development, Higher-Order Thinking, Educational Assignments, Spatial Data Interpretation, Learning ProgressionAbstract
This paper presents a study on designing and implementing a series of GIS assignments for an educational course on flood mapping, structured using Bloom’s Taxonomy and the scaffolding teaching method. Geographic Information Systems (GIS) education often involves the acquisition of complex technical skills, requiring a structured learning approach to ensure a progressive mastery of concepts. In this study, a sequence of practical assignments was developed at increasing levels of complexity corresponding to Bloom’s cognitive levels, from basic knowledge acquisition to higher-order evaluation tasks. The scaffolding approach was utilized to facilitate student learning, wherein extensive guidance was provided in early tasks and gradually removed in later ones as students gained competence. The research was conducted in an upper-level undergraduate course, “Methodology for Mapping Flood Emergency Areas”, at the Sarsen Amanzholov East Kazakhstan University, with 21 enrolled students. The assignments integrated real-world flood mapping scenarios using GIS tools such as ArcGIS Pro and QGIS, enabling students to apply theoretical knowledge in practical settings. Results from the study indicated that a structured, scaffolded approach significantly improved student performance and confidence in GIS skills. Quantitative analysis of assignment grades showed steady improvement as students progressed to more complex tasks, while qualitative feedback revealed high engagement and perceived learning value. The findings underscore the effectiveness of combining Bloom’s Taxonomy with scaffolded instruction in GIS education, providing a practical framework for curriculum design. This approach has the potential to enhance learning outcomes in technical subjects, particularly in geospatial analysis, and offers recommendations for educators on implementing scaffolded assignments effectively. Further research could explore long-term skill retention and the application of this methodology in other technical disciplines.
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