Lessons Learned from Reviewing Research in GIS Education

As Roger Downs wrote in 1994, it would be nice to have some data upon which to make decisions regarding significant geography education issues. In the absence of data, it would be advisable to at least pay attention to research methodology, or what he terms, the basics of the empirical method. ”. . . [Mluch of the existing work in geography education fails to meet generally accepted research standards in terms of design, execution, and reporting.. ... There are too many one-of-a-kind, ad hoc studies that do not lead to a cumulative understanding of essential phenomena. Thus we lack a range of valid and reliable instruments for assessment. . . ..Therefore, we need to pay attention to the basics of the empirical method: sample selection, hypothesis formulation, data quality, statistical analysis, reporting requirements, research ethics, etc.” (Downs 1994,129). A decade later this call remains relevant, pressing, and still unmet.