Year: 2025
Type: article
Abstract: ABSTRACT The curricular models used to teach GIScience may leave students underprepared to independently address real‐world problems. Scholars have identified an overreliance on step‐by‐step tutorials as a key issue and have called for changes in curriculum design. We argue that one solution to these problems is for students and instructors to work together to attempt to replicate recently published empirical studies. The inclusion of replication projects in the GIScience classroom provides a number of benefits, including immersing students in current scientific debates and linking student work to unresolved questions, all while increasing the body of replication studies in the geographic literature. Here, we conceptually link project‐based learning and replication, and provide an actionable framework and classroom materials educators can use to integrate replications into a semester course. Drawing on our experience attempting replications with students, we discuss common challenges faced when implementing this approach and the path to successfully publishing such studies.
Source: Transactions in GIS
DOI: 10.1111/tgis.70162
Authors: Peter Kedron, Andrew B. Trgovac, Joseph Holler
Language: English
Subfield: Geography, Planning and Development
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,800
Funder: National Science Foundation
OpenAlex ID: W4417435895